Introduction to Progress and Puzzles of Cognitive Science: Introduction to a Wiley Virtual Issue

Rick Dale¹, Ruth M J Byrne², Emma Cohen³, Ophelia Deroy^{4

5

6}, Samuel J Gershman^{7

8}, Janet H Hsiao⁹, Ping Li¹⁰, Padraic Monaghan¹¹, David C Noelle¹², Iris van Rooij^{13

14

15}, Priti Shah¹⁶, Michael J Spivey¹², Sashank Varma¹⁷

Affiliations

¹ Department of Communication, University of California, Los Angeles.
² School of Psychology and Institute of Neuroscience, Trinity College Dublin, University of Dublin.
³ School of Anthropology and Museum Ethnography, University of Oxford.
⁴ Faculty of Philosophy, Ludwig-Maximilian's University.
⁵ Munich Center for Neuroscience.
⁶ Institute of Philosophy, School of Advanced Study, University of London.
⁷ Department of Psychology and Center for Brain Science, Harvard University.
⁸ Center for Brains, Minds, and Machines, MIT.
⁹ Division of Social Science, Hong Kong University of Science and Technology.
¹⁰ Department of Chinese and Bilingual Studies, Faculty of Humanities, The Hong Kong Polytechnic University.
¹¹ Department of Psychology, Lancaster University.
¹² Cognitive & Information Sciences, University of California, Merced.
¹³ Donders Institute for Brain, Cognition, and Behaviour, Radboud University.
¹⁴ School of Artificial Intelligence, Radboud University.
¹⁵ Department of Linguistics, Cognitive Science, and Semiotics & Interacting Minds Centre, Aarhus University.
¹⁶ Department of Psychology, University of Michigan.
¹⁷ Schools of Interactive Computing and Psychology, Georgia Institute of Technology.

Editorial

Rick Dale et al. Cogn Sci. 2024 Jul.

. 2024 Jul;48(7):e13480.

doi: 10.1111/cogs.13480.

¹ Department of Communication, University of California, Los Angeles.
² School of Psychology and Institute of Neuroscience, Trinity College Dublin, University of Dublin.
³ School of Anthropology and Museum Ethnography, University of Oxford.
⁴ Faculty of Philosophy, Ludwig-Maximilian's University.
⁵ Munich Center for Neuroscience.
⁶ Institute of Philosophy, School of Advanced Study, University of London.
⁷ Department of Psychology and Center for Brain Science, Harvard University.
⁸ Center for Brains, Minds, and Machines, MIT.
⁹ Division of Social Science, Hong Kong University of Science and Technology.
¹⁰ Department of Chinese and Bilingual Studies, Faculty of Humanities, The Hong Kong Polytechnic University.
¹¹ Department of Psychology, Lancaster University.
¹² Cognitive & Information Sciences, University of California, Merced.
¹³ Donders Institute for Brain, Cognition, and Behaviour, Radboud University.
¹⁴ School of Artificial Intelligence, Radboud University.
¹⁵ Department of Linguistics, Cognitive Science, and Semiotics & Interacting Minds Centre, Aarhus University.
¹⁶ Department of Psychology, University of Michigan.
¹⁷ Schools of Interactive Computing and Psychology, Georgia Institute of Technology.

No abstract available

References

1. Bechtel, W., Abrahamsen, A., & Graham, G. (1998). The life of cognitive science. In W. Bechtel & G. Graham (Eds.), A companion to cognitive science (pp. 1–104). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781405164535.part1
1. Bender, A. (2019). The value of diversity in cognitive science. Topics in Cognitive Science, 11(4), 853–863. https://doi.org/10.1111/tops.12464
1. Bensemann, J., Brown, J., Witbrock, M., & Yogarajan, V. (2023). Is it possible to preserve a language using only data? Cognitive Science, 47(6), e13300. https://doi.org/10.1111/cogs.13300
1. Boden, M. A. (2008). Mind as machine: A history of cognitive science. Oxford University Press.
1. Chemla, E., Charnavel, I., Dautriche, I., Embick, D., Lerdahl, F., Patel‐Grosz, P., Poeppel, D., & Schlenker, P. (2023). Formal models at the core. Cognitive Science, 47(3), e13267. https://doi.org/10.1111/cogs.13267