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Cognitive science is the interdisciplinary, scientific study of the mind and its processes. It examines the nature, the tasks, and the functions of cognition. Mental faculties of concern to cognitive scientists include language, perception, memory, attention, reasoning, and emotion; to understand these faculties, cognitive scientists borrow from fields such as linguistics, psychology, artificial intelligence, philosophy, neuroscience, and anthropology. The typical analysis of cognitive science spans many levels of organization, from learning and decision to logic and planning; from neural circuitry to modular brain organization. One of the fundamental concepts of cognitive science is that "thinking can best be understood in terms of representational structures in the mind and computational procedures that operate on those structures."
Cognitive neuroscience is the scientific field that is concerned with the study of the biological processes and aspects that underlie cognition, with a specific focus on the neural connections in the brain which are involved in mental processes. It addresses the questions of how cognitive activities are affected or controlled by neural circuits in the brain. Cognitive neuroscience is a branch of both neuroscience and psychology, overlapping with disciplines such as behavioral neuroscience, cognitive psychology, physiological psychology and affective neuroscience. Cognitive neuroscience relies upon theories in cognitive science coupled with evidence from neurobiology, and computational modeling.
Connectionism is the name of an approach to the study of human mental processes and cognition that utilizes mathematical models known as connectionist networks or artificial neural networks. Connectionism has had many 'waves' since its beginnings.
Computational neuroscience is a branch of neuroscience which employs mathematics, computer science, theoretical analysis and abstractions of the brain to understand the principles that govern the development, structure, physiology and cognitive abilities of the nervous system.
A cognitive model is a representation of one or more cognitive processes in humans or other animals for the purposes of comprehension and prediction. There are many types of cognitive models, and they can range from box-and-arrow diagrams to a set of equations to software programs that interact with the same tools that humans use to complete tasks. In terms of information processing, cognitive modeling is modeling of human perception, reasoning, memory and action.
Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain and cognitive psychology. Qualitative differences between how a child processes their waking experience and how an adult processes their waking experience are acknowledged. Cognitive development is defined as the emergence of the ability to consciously cognize, understand, and articulate their understanding in adult terms. Cognitive development is how a person perceives, thinks, and gains understanding of their world through the relations of genetic and learning factors. There are four stages to cognitive information development. They are, reasoning, intelligence, language, and memory. These stages start when the baby is about 18 months old, they play with toys, listen to their parents speak, they watch TV, anything that catches their attention helps build their cognitive development.
Sir Paul Patrick Gordon Bateson, was an English biologist with interests in ethology and phenotypic plasticity. Bateson was a professor at the University of Cambridge and served as president of the Zoological Society of London from 2004 to 2014.
In the field of psychology, nativism is the view that certain skills or abilities are "native" or hard-wired into the brain at birth. This is in contrast to the "blank slate" or tabula rasa view, which states that the brain has inborn capabilities for learning from the environment but does not contain content such as innate beliefs. This factor contributes to the ongoing nature versus nurture dispute, one borne from the current difficulty of reverse engineering the subconscious operations of the brain, especially the human brain.
Neuroconstructivism is a theory that states that phylogenetic developmental processes such as gene–gene interaction, gene–environment interaction and, crucially, ontogeny all play a vital role in how the brain progressively sculpts itself and how it gradually becomes specialized over developmental time.
Developmental cognitive neuroscience is an interdisciplinary scientific field devoted to understanding psychological processes and their neurological bases in the developing organism. It examines how the mind changes as children grow up, interrelations between that and how the brain is changing, and environmental and biological influences on the developing mind and brain.
Jeffrey Locke Elman was an American psycholinguist and professor of cognitive science at the University of California, San Diego (UCSD). He specialized in the field of neural networks.
Enactivism is a position in cognitive science that argues that cognition arises through a dynamic interaction between an acting organism and its environment. It claims that the environment of an organism is brought about, or enacted, by the active exercise of that organism's sensorimotor processes. "The key point, then, is that the species brings forth and specifies its own domain of problems ...this domain does not exist "out there" in an environment that acts as a landing pad for organisms that somehow drop or parachute into the world. Instead, living beings and their environments stand in relation to each other through mutual specification or codetermination" (p. 198). "Organisms do not passively receive information from their environments, which they then translate into internal representations. Natural cognitive systems...participate in the generation of meaning ...engaging in transformational and not merely informational interactions: they enact a world." These authors suggest that the increasing emphasis upon enactive terminology presages a new era in thinking about cognitive science. How the actions involved in enactivism relate to age-old questions about free will remains a topic of active debate.
Interactive Specialization is a theory of brain development proposed by the British developmental cognitive neuroscientist Mark Johnson, formerly head of the Centre for Brain and Cognitive Development at Birkbeck, University of London, London and who is now Head of Psychology at the University of Cambridge.
Rethinking Innateness: A connectionist perspective on development is a book regarding gene/environment interaction by Jeffrey Elman, Annette Karmiloff-Smith, Elizabeth Bates, Mark Johnson, Domenico Parisi, and Kim Plunkett published in 1996. It has been cited about 4,000 times in scientific articles, and has been nominated as one of the "One hundred most influential works in cognitive science from the 20th Century".
Annette Karmiloff-Smith CBE FBA FMedSci (1938–2016) was a professorial research fellow at the Developmental Neurocognition Lab at Birkbeck, University of London. Before moving to Birbeck, she was Head of the Neurocognitive Development Unit at Institute of Child Health, University College, London. She was an expert in developmental disorders, with a particular interest in Williams syndrome.
Wolfgang Prinz is a German cognitive psychologist. He is the director of the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany, and an internationally recognized expert in experimental psychology, cognitive psychology and philosophy of mind. He is the founder of the common coding theory between perception and action that has a significant impact in cognitive neuroscience and social cognition.
Some of the research that is conducted in the field of psychology is more "fundamental" than the research conducted in the applied psychological disciplines, and does not necessarily have a direct application. The subdisciplines within psychology that can be thought to reflect a basic-science orientation include biological psychology, cognitive psychology, neuropsychology, and so on. Research in these subdisciplines is characterized by methodological rigor. The concern of psychology as a basic science is in understanding the laws and processes that underlie behavior, cognition, and emotion. Psychology as a basic science provides a foundation for applied psychology. Applied psychology, by contrast, involves the application of psychological principles and theories yielded up by the basic psychological sciences; these applications are aimed at overcoming problems or promoting well-being in areas such as mental and physical health and education.
Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education. Researchers in educational neuroscience investigate the neural mechanisms of reading, numerical cognition, attention and their attendant difficulties including dyslexia, dyscalculia and ADHD as they relate to education. Researchers in this area may link basic findings in cognitive neuroscience with educational technology to help in curriculum implementation for mathematics education and reading education. The aim of educational neuroscience is to generate basic and applied research that will provide a new transdisciplinary account of learning and teaching, which is capable of informing education. A major goal of educational neuroscience is to bridge the gap between the two fields through a direct dialogue between researchers and educators, avoiding the "middlemen of the brain-based learning industry". These middlemen have a vested commercial interest in the selling of "neuromyths" and their supposed remedies.
Daniel Mark Wolpert FRS FMedSci is a British medical doctor, neuroscientist and engineer, who has made important contributions in computational biology. He was Professor of Engineering at the University of Cambridge from 2005, and also became the Royal Society Noreen Murray Research Professorship in Neurobiology from 2013. He is now Professor of Neurobiology at Columbia University.
Usha Claire Goswami is a researcher and professor of Cognitive Developmental Neuroscience at the University of Cambridge, a Fellow of St. John's College, Cambridge, and the director of the Centre for Neuroscience in Education, Downing Site. She obtained her Ph.D. in developmental psychology from the University of Oxford before becoming a professor of cognitive developmental psychology at the University College London. Goswami's work is primarily in educational neuroscience with major focuses on reading development and developmental dyslexia.
References
- 1 2 3 Anon (2011). "Johnson, Prof. Mark Henry" . Who's Who (online Oxford University Press ed.). Oxford: A & C Black. doi:10.1093/ww/9780199540884.013.U254715.(Subscription or UK public library membership required.). ISBN 978-0-1995-4088-4.
- 1 2 "Profile: Professor Mark Johnson". Psychol.cam.ac.uk. University of Cambridge. 2 October 2017. Archived from the original on 4 October 2017. Retrieved 4 October 2017.
- 1 2 Johnson, Mark Henry (1985). An analysis of the neural systems underlying filial preference behaviour in the domestic chick. Jisc.ac.uk (PhD thesis). University of Cambridge. OCLC 59349905. EThOS uk.bl.ethos.356655.
- 1 2 3 Mark H. Johnson publications indexed by Google Scholar
- ↑ "2019 APS Mentor Awards". Aps Observer. 32. April 2019. Retrieved 26 November 2019.
- ↑ "Neurotree - Patrick Bateson". Neurotree.org. Retrieved 26 November 2019.
- ↑ Elman, Jeffrey (1996). Rethinking Innateness: A Connectionist Perspective on Development . Cambridge, MA: MIT Press. ISBN 0-262-55030-X.
- 1 2 "Millenium Project Nominations". Archived from the original on 24 June 2008. Retrieved 5 June 2008.
- ↑ Johnson, M.H. (2000). "Functional brain development in infants: Elements of an interactive specialization framework". Child Development. 71 (1): 75–81. doi:10.1111/1467-8624.00120. PMID 10836560.
- ↑ Mareschal, Denis (2007). Neuroconstructivism: Volumes I & II (Developmental Cognitive Neuroscience). Oxford, UK: Oxford University Press. ISBN 978-0-19-921482-2.
- ↑ Johnson, Mark (2005). Developmental Cognitive Neuroscience, 2nd Ed. Oxford: Blackwell Publishing. ISBN 1-4051-2629-9.
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