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Journal articles on the topic 'History of Cognitive Science'

Author: Grafiati

Published: 3 June 2025

Last updated: 6 July 2025

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1

Sofronova, Lidia. "Historical Cognition and Cognitive Sciences: New in Russian Historiography." ISTORIYA 12, no. 8 (106) (2021): 0. http://dx.doi.org/10.18254/s207987840016952-6.

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The article presents an analytical review of the recent literature on cognitive history, especially the Russian collective monograph “Cognitive Sciences and Historical Cognition”, published in 2020. It traces the patterns typical for interdisciplinary research not only within the humanitarian disciplines, but also at the “borders” between the humanities and the “natural sciences”. The article highlights the paradoxical and productive nature of the “mutual interventions” of cognitive science and the humanities, which contribute to overcoming “atomism” both within the humanities and at the “frontier” between them and the natural science disciplines.

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2

Dartnall, Terry, Steve Torrance, Mark Coulson, et al. "Cognitive science." Metascience 5, no. 1 (1996): 95–166. http://dx.doi.org/10.1007/bf02988881.

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3

Talmont-Kaminski, Konrad. "The cognitive science of the history of science." Religio: revue pro religionistiku, no. 1 (2020): [31]—36. http://dx.doi.org/10.5817/rel2020-1-3.

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4

Elfenbein, Andrew. "Cognitive Science and the History of Reading." PMLA/Publications of the Modern Language Association of America 121, no. 2 (2006): 484–502. http://dx.doi.org/10.1632/003081206x129675.

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Cognitive psychologists studying the reading process have developed a detailed conceptual vocabulary for describing the microprocesses of reading. Modified for the purposes of literary criticism, this vocabulary provides a framework that has been missing from most literary-critical investigations of the history of literate practice. Such concepts as the production of a coherent memory representation, the limitations of working memory span, the relation between online and offline reading processes, the landscape model of comprehension, and the presence of standards of coherence allow for close attention to general patterns in reading and to the ways that individual readers modify them. The interpretation of Victorian responses to the poetry of Robert Browning provides a case study in the adaptation of cognitive models to the history of reading. Such an adaptation can reveal not only reading strategies used by historical readers but also those fostered by the discipline of literary criticism. (AE)

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5

Morais, José. "Applied Psycholinguistics: A Science at the crossroads of cognition and language." Signo 47, no. 88 (2022): 96–112. http://dx.doi.org/10.17058/signo.v47i88.17387.

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Abstract: Applied Psycholinguistics is a science that engages many others: experimental psychology, cognitive and neurocognitive sciences, linguistics, psychology of language and literacy, and educational and remediation sciences. The present paper’s objective is to show Science is itself a changing combination of ever-changing sciences without close boundaries, which implies the necessity of crossing domains in both research and learning. After a reminder of several topics of relevance to applied psycholinguistics, which concern mental processing, how cognition relates to the brain and to language, and how cognition and language engendered literacy, I argue that research in the corresponding sciences needs to be opened to other dimensions, such as society, culture, and politics. Finally, I evoke the history of the ideas regarding the isolationism of individualized sciences vs. their unification, taking, as examples of the latter, the early Marxism, and the International Movement for the Unity of Science from the fourth decade of the 20th century. Keywords: Applied Psycholinguistics; literacy as product of cognition and language; concept of Science; history of scientific ideas; permeability of science to culture and politics.

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6

Nersessian, Nancy J. "Opening the Black Box: Cognitive Science and History of Science." Osiris 10 (January 1995): 194–211. http://dx.doi.org/10.1086/368749.

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7

Sedlacek, Miroslav. "Models of Mind That Are Implied by Cognitive Science." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 2, no. 5 (2017): 33–36. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.25.3005.

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Three models of mind were proposed during the history of cognitive science: functionalist, psychological, and neural model. The functionalist model of mind is based on symbol manipulation (computation). This model has two versions: the conception of mind as an innate information processor and problem solver, and mind as innate cognitive and visual system. A psychological model of mind is the extension by “common sense”. The alternative is mind as a cognitive and visual system that is based mostly on manipulation of internal mental data. The neural model is the only model of embodied mind. It has two versions: non-pragmatic and pragmatic (autopoietic, distributed, and social mind).

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8

Dunér, David. "Human Mind in Space and Time: Prolegomena to a Cognitive History." ISTORIYA 12, no. 8 (106) (2021): 0. http://dx.doi.org/10.18254/s207987840016836-8.

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The last decades have seen a noticeable increase in cognitive science studies that have changed the understanding of human thinking. Its relevance for historical research cannot be overlooked any more. Cognitive history could be explained as the study of how humans in history used their cognitive abilities in order to understand the world around them and to orient themselves in it, but also how the world outside their bodies affected their way of thinking. In focus for this introductory chapter is the relationship between history and cognition, the human mind’s interaction with the environment in time and space. The chapter discusses certain cognitive abilities in interaction with the environment, which can be studied in historical sources, namely: embodied mind, situated cognition, perception, distributed cognition, conceptual metaphors, categorization, intersubjectivity, and communication. These cognitive theories can give deeper understanding of how — and not only what — humans thought, and about the interaction between the human mind and the surrounding world. The most ambitious aim of such a cognitive history could be to inform the research on the cognitive evolution of the human mind.

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9

Longobardi, Giuseppe. "Methods in parametric linguistics and cognitive history." Linguistic Variation Yearbook 2003 3 (December 31, 2003): 101–38. http://dx.doi.org/10.1075/livy.3.06lon.

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The present paper addresses some foundational issues on the status of parametric linguistics, understood as a partially independent new branch of formal grammar and of the cognitive sciences more generally. Chomsky’s (1964) original three levels of adequacy are extended to five and it is then suggested that the theory of parameters, being able to deal with cultural variation, is in the best position to achieve adequacy at the fourth proposed level, one connected with historical explanations, and some methods to pursue this goal are proposed. The development of parametric linguistics is viewed as a major step toward the potential application of the Galilean style of formal grammar both to the study of linguistic history and to other domains of cognitive science and cultural anthropology.

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10

Bloor, David. "Cognitive Models of Science." Social Studies of Science 23, no. 4 (1993): 743–57. http://dx.doi.org/10.1177/030631293023004005.

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11

Laberge, Yves. "The history of cognitive science and artificial intelligence." Journal of Chemical Neuroanatomy 36, no. 3-4 (2008): 264–65. http://dx.doi.org/10.1016/j.jchemneu.2008.07.006.

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12

Bergs, Alexander. "The problem of universalism in (diachronic) cognitive linguistics." Yearbook of the German Cognitive Linguistics Association 9, no. 1 (2021): 177–88. http://dx.doi.org/10.1515/gcla-2021-0009.

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Abstract Modern cognitive science and cognitive linguistics are characterized by a universalist perspective, i.e., they are investigating features and principles of cognition which can be found in all members of the human species. This in turn means that they should not only be relevant for present-day cognizers and language users, but also historically. This theoretical, programmatic paper first explores this notion of universalism in cognitive science and cognitive linguistics and suggests that the notion of cognitive universalism should be supplemented by perspectives from cognitive sociology and social cognition. These offer a middle ground in that they look at cognition as it is socially and culturally grounded, and hence inter-individual, but yet not universal. A final section on diachronic cognitive linguistics shows that in language history all three perspectives, individual, social, and universal, can have their place, and that one line of future research should explore this new perspective of social cognition in language history in order to arrive at a fuller picture of historical language users and their cognition.

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13

Sułkowski, Łukasz. "Management – Forecasting the Future Cognitive Challenges in Management Science 3." Przedsiebiorczosc i Zarzadzanie 16, no. 1 (2015): 173–80. http://dx.doi.org/10.1515/eam-2015-0011.

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AbstractThis paper is the third publication from the series of three articles about cognitive challenges in management science. It is the result of the further discussions and reflections concerning the cognitive problems of management after publication of the books about epistemology of management. The paper is a trial to forecast the main cognitive trends and tendencies on the basis of the diagnosis made in two papers in series “Cognitive challenges in management science”. The chosen trends in development of management sciences are: expansion of natural sciences, growing inter-disciplinarity of research, growing specialization, net-marketing in management discourse, challenge of cultural relativism, growing criticism and reflexivity. Response of management sciences to the challenges connected to: interdisciplinary nature, growing specialization, and expansion of natural history can lead to further development of our discipline, but the possibility of disintegration also should not be ruled out. Deepening specialization, lack of long-range theory, and growing significance of natural history could lead to disintegration of our discipline, whose fields would be incorporated by other domains. I think that in order to avoid this possibility it would be desirable to uphold the cohesion of management sciences through deepening the cognitive reflection and openness to inspirations originating in other areas of science. But future is difficult to predict and maybe other trends that are not too visible now will change management sciences in future.

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14

Johnson, Kent. "Gold’s Theorem and Cognitive Science*." Philosophy of Science 71, no. 4 (2004): 571–92. http://dx.doi.org/10.1086/423752.

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15

Song, Jinbang. "Scientific images from the history of science to primary education: Insights from historiographic research on the visual history of science for the compilation of primary school science textbooks." Cultures of Science 7, no. 4 (2024): 236–46. https://doi.org/10.1177/20966083241303966.

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Since 2008, the author of this paper has conducted historiographic research on the visual history of science in the West since the mid-twentieth century. The findings show that the cognitive functions of visual scientific representations in the history of science are connected with theories of knowledge development in dialectical materialist epistemology and theories on children's cognitive features at different ages in developmental psychology, as well as the stage-specific curriculum objectives outlined in the Compulsory Education Science Curriculum Standards (2022 Edition). These insights provide essential inspiration and theoretical support for the establishment of the twin-theme logical structure in the Primary School Science Textbooks (Daxiang Edition)—core competencies as the warp and cognitive development as the weft—and for the intentional cultivation of students’ cognitive abilities using scientific images across different learning stages and textbooks.

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16

Chandrasekharan, Sanjay. "The cognitive science of Feynmen." Metascience 22, no. 3 (2013): 647–52. http://dx.doi.org/10.1007/s11016-013-9746-x.

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17

Tweney, Ryan D. "Mathematical Representations in Science: A Cognitive-Historical Case History." Topics in Cognitive Science 1, no. 4 (2009): 758–76. http://dx.doi.org/10.1111/j.1756-8765.2009.01043.x.

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18

Zaitseva, Natalia. "Logic and Cognitive Science." ISTORIYA 12, no. 8 (106) (2021): 0. http://dx.doi.org/10.18254/s207987840016864-9.

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The paper examines the relationship between logic and cognitive science. We consider various aspects of this relationship, among which we distinguish three of the most importance, in our thought. First, it is the role of cognitive science in the justification of logic. Secondly, the mutual influence of cognitive science and modern trends of non-classical logic, which have a clearly applied character. Third, we discuss the prospects of the so-called experimental logic arising from attempts to apply the methods of cognitive science in logic. As usual, the conclusion summarizes the results of the research and focuses on the issue of the status of pure logic.

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19

Shostak, Stanley. "The Cauldron Called Cognitive Science." European Legacy 15, no. 3 (2010): 357–60. http://dx.doi.org/10.1080/10848771003783645.

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20

Arfken, Michael. "Review: Resisting Cognitive Science." Theory & Psychology 19, no. 6 (2009): 860–62. http://dx.doi.org/10.1177/0959354309345641.

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21

Colombo, Matteo, and Stephan Hartmann. "Bayesian Cognitive Science, Unification, and Explanation." British Journal for the Philosophy of Science 68, no. 2 (2017): 451–84. http://dx.doi.org/10.1093/bjps/axv036.

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22

Montgomery, Richard. "Explanation and Evaluation in Cognitive Science." Philosophy of Science 62, no. 2 (1995): 261–82. http://dx.doi.org/10.1086/289856.

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23

Godelek., Ertugrul. "COGNITIVE DEVELOPMENT IN CHILDREN, HISTORY OF SCIENCE and THEORY CHANGE IN SCIENCE." International Journal of Advanced Research 4, no. 7 (2016): 2201–8. http://dx.doi.org/10.21474/ijar01/1113.

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24

Dunér, David. "Den kognitiva vändningen - Idéhistoria och det mänskliga tänkandets historia." Slagmark - Tidsskrift for idéhistorie, no. 67 (March 9, 2018): 49–76. http://dx.doi.org/10.7146/sl.v0i67.104252.

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The last two decades have seen a noticeable increase in cognitive science studies that has changed the understanding of human thinking. Historians cannot ignore this any more. Cognitive history could be explained as the study of how humans in history used their cognitive abilities in order to understand the worldaround them and to orient themselves in it, but also how the world outside their bodies affected their way of thinking. In focus in this article is the relation between history and cognition, the human mind’s interaction with the environment in time and space. I will especially discuss certain cognitive abilities in interaction with the environment, which can be studied in the historical sources, and be put to the test, namely: embodied mind, situated cognition,perception, distributed cognition, conceptual metaphors, and communication. I also give concrete empirical examples of how a cognitive-historical analysis can provide more fundamental explanations for what happens in cultural encounters, when a human being meets another and tries to understand another cultureor another foreign environment. By these cognitive theories we can come closer to an understanding of how (not only what) people thought, and study the interaction between the human mind and the surrounding world. The most ambitious aim of such a cognitive history could be, in the long run, to also informthe research on the cognitive evolution of the human mind.

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25

Alessandroni, Nicolás. "Varieties of embodiment in cognitive science." Theory & Psychology 28, no. 2 (2017): 227–48. http://dx.doi.org/10.1177/0959354317745589.

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This article presents an epistemological multilevel analysis of the embodied cognition studies’ programme. It is proposed that within the cognitive-embodied type it is possible to find at least four distinct hypotheses regarding the role of the body in human cognition: (a) body-in-action hypothesis, (b) extended body hypothesis, (c) ecological body hypothesis, and (d) body-as-a-physical-datum hypothesis. The foundations of these hypotheses and some philosophical debates underlying embodiment are discussed in-depth. After briefly addressing the key contributions of social embodied theories, the article presents a hierarchical model that allows for the analysis of the epistemological consequences derived from each embodiment conception. Finally, a prospective epistemological criticism is introduced to provide a comprehensive and contemporary overview of the issue.

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26

Yildiz, Cemalettin. "An Examination of Understandings of Prospective Teachers About Science and Science History." Journal of Education and Training Studies 6, no. 6 (2018): 48. http://dx.doi.org/10.11114/jets.v6i6.3012.

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The purpose of this study was to reveal beliefs of prospective teachers about “science” and “science history”. The qualitative research approach was employed in the study. The study group consisted of 150 prospective teachers. A form developed by the researcher was used for data collection. The form consisted of open-ended questions. The data was analyzed using the content analysis method. As a result of the study, it was found that the prospective teachers explained science and science history mostly with the procedural understanding dimension. It was also found that the prospective teachers attributed the low number of female scientists mostly to socio-cultural factors, and success in science to cognitive factors. Lastly, the prospective teachers had positive beliefs about the contribution of science history to cognitive and affective domains, and believed that enriching courses with science history could be done by adopting a teacher-centered approach which involves the teacher’s explaining lives, works, or inventions of various scientists. It is recommended that conceptual, procedural, and contextual dimensions of science are addressed in courses related to science history, and prospective teachers should be informed about how to use science history in their classes.

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27

Gorenko, Oleg. "Human Being in History vs History in Human Being – Part 3: Noospheric Transformation, Empathy and Phenomenon of Cognitive History." Mìžnarodnì zv’âzki Ukraïni: naukovì pošuki ì znahìdki, no. 30 (November 1, 2021): 177–206. http://dx.doi.org/10.15407/mzu2021.30.177.

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The article is a continuation of the author’s previous attempts to investigate profound ties between history and psychology. The perspectives to enrich cognitive potential of modern historiography as well as possibilities to apply cognitive science achievements and, in particular, cognitive psychology, are being analysed in this study. Special attention is paid to so called “cognitive history”, peculiarity of its interpretation and scientific functioning in the paradigm of Information society. The concept of cognitive history, put forward by O. Medushevska is studied; the estimation of its informational goals and cognitive priorities is proposed. Steady growth of cognitive competition on global and national levels in the period of transition from biosphere to noosphere as well as epistemological topicality of classic approach of V. Vernadsky and P.T. de Chardin are stated here. The necessity to reconsider basic approaches of harmonizing biospheric processes with consideration of steady development requirements is accentuated and cognitive aspects of interaction between world and national history are outlined. The need to significantly strengthen the cognitive dimension of the general process of updating the theoretical and methodological tools of modern historiography as a key area of accumulation of historical experience is emphasized. The urgent need for a new historical and methodological reflection on the concept of empathy is emphasized both in the interests of productive research perception of historical reality and in order to adequately adapt to the challenges of noosphere civilization

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28

Schwartz, David T. "Art History, Natural History and the Aesthetic Interpretation of Nature." Environmental Values 29, no. 5 (2020): 537–56. http://dx.doi.org/10.3197/096327120x15868540131288.

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This paper examines Allen Carlson's influential view that knowledge from natural science offers the best (and perhaps only) framework for aesthetically appreciating nature for what it is in itself. Carlson argues that knowledge from the natural sciences can play a role analogous to the role of art-historical knowledge in our experience of art by supplying categories for properly 'calibrating' one's sensory experience and rendering more informed aesthetic judgments. Yet, while art history indeed functions this way, Carlson's formulation leaves out a second (and often more important) role played by art-historical knowledge over the last century - namely, providing the context needed for interpretations of meaning. This paper explores whether natural science can also inform our aesthetic experience of nature in this second sense. I argue that a robust sense of meaning from our aesthetic experience of nature is indeed made possible by coupling our aesthetic experience of animals with knowledge from the natural science of animal ethology. By extending the scope of Carlson's analogy to include interpretations of meaning, my argument shows that the cognitive, scientific model can accommodate a wider range of aesthetic engagement with nature than previously recognised.

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29

Bubnov, E. "Cognitive Empathy and Rational Reconstructions of the History of Science." Voprosy filosofii, no. 7 (July 2019): 143–49. http://dx.doi.org/10.31857/s004287440005740-9.

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30

Nelson, G., and S. Atran. "Cognitive Foundations of Natural History: Towards an Anthropology of Science." Systematic Biology 43, no. 2 (1994): 292. http://dx.doi.org/10.2307/2413471.

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31

Morris, Brian, and Scott Atran. "Cognitive Foundations of Natural History: Towards an Anthropology of Science." Man 27, no. 3 (1992): 661. http://dx.doi.org/10.2307/2803954.

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32

Quicke, Donald L. J. "Cognitive foundations of natural history. Towards an anthropology of science." Endeavour 17, no. 4 (1993): 204. http://dx.doi.org/10.1016/0160-9327(93)90088-k.

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33

Harris, Michael H. "The mind's new science: A history of the cognitive revolution." Information Processing & Management 22, no. 5 (1986): 432–33. http://dx.doi.org/10.1016/0306-4573(86)90079-8.

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34

Rosenberg, Raphael. "Bridging Art History, Computer Science and Cognitive Science: A Call for Interdisciplinary Collaboration." Zeitschrift für Kunstgeschichte 79, no. 3 (2016): 305–14. http://dx.doi.org/10.1515/zkg-2016-0024.

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35

Keeley, Brian L. "Neuroethology and the Philosophy of Cognitive Science." Philosophy of Science 67 (September 2000): S404—S417. http://dx.doi.org/10.1086/392834.

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36

Thagard, Paul. "What Is Cognitive Science?Barbara Von Eckardt." Philosophy of Science 62, no. 2 (1995): 345–46. http://dx.doi.org/10.1086/289867.

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37

Golonka, Sabrina, and Andrew D. Wilson. "Ecological mechanisms in cognitive science." Theory & Psychology 29, no. 5 (2019): 676–96. http://dx.doi.org/10.1177/0959354319877686.

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In 2010, Bechtel and Abrahamsen defined and described what it means to be a dynamic causal mechanistic explanatory model. They discussed the development of a mechanistic explanation of circadian rhythms as an exemplar of the process and challenged cognitive science to follow this example. This article takes on that challenge. A mechanistic model is one that accurately represents the real parts and operations of the mechanism being studied. These real components must be identified by an empirical programme that decomposes the system at the correct scale and localises the components in space and time. Psychological behaviour emerges from the nature of our real-time interaction with our environments—here we show that the correct scale to guide decomposition is picked out by the ecological perceptual information that enables that interaction. As proof of concept, we show that a simple model of coordinated rhythmic movement, grounded in information, is a genuine dynamical mechanistic explanation of many key coordination phenomena.

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38

Green, Christopher D. "Dispelling the "mystery" of computational cognitive science." History of Psychology 3, no. 1 (2000): 62–66. http://dx.doi.org/10.1037/1093-4510.3.1.62.

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39

Khalidi, Muhammad Ali. "Against Functional Reductionism in Cognitive Science." International Studies in the Philosophy of Science 19, no. 3 (2005): 319–33. http://dx.doi.org/10.1080/02698590500462448.

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40

Przybysz, Hanna. "Artysta jako nieświadomy neurobiolog. Filmoznawczo-neurokognitywistyczna analiza myśli Hugo Münsterberga i Lwa Kuleszowa." Images. The International Journal of European Film, Performing Arts and Audiovisual Communication 25, no. 34 (2019): 137–47. http://dx.doi.org/10.14746/i.2019.34.08.

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Przybysz Hanna, Artysta jako nieświadomy neurobiolog. Filmoznawczo-neurokognitywistyczna analiza myśli Hugo Münsterberga i Lwa Kuleszowa [An artist treated as an unconscious neurobiologist in the context of cognitive film studies: Hugo Münsterberg and Lev Kuleshov]. “Images” vol. XXV, no. 34. Poznań 2019. Adam Mickiewicz University Press. Pp. 137–147. ISSN 1731-450X. DOI 10.14746/i.2019.34.08. The history and theory of art have often shown, before the era of neurobiology, cognitive psychology and cognitive science, that great artists are unconscious neurobiologists, activating with their art the areas of the brain of recipients that cause aesthetic experience, and using in their works the principles of perception or optical illusions, unknown to ordinary mortals, and sometimes also to creators at the level of consciousness. The following considerations are intended to approximate and, to some extent, to rehabilitate and save film creators and theoreticians who are being forgotten, the ones who, long before the discoveries of the cognitive sciences, considered theoretically and carried out empirical experiments aimed at showing and explaining the mysteries of human perception and the influence of the film on the viewer. I will present the profiles of the two pioneers of pre-cognitive thought on the basis of film studies: Hugo Münsterberg and Lew Kuleszow. I will show that half a century before neuroscientific research, they dealt with the cognitive processes of human cognition. I will present the contemporary state of cognitive sciences to illustrate the pioneering and legitimacy of visions, intuitions and achievements of the above creators, who are underestimated and forgotten by time and the achievements of “cold” science, although neuroesthetics researchers who have been involved in the problem of perception of works of art and rehabilitation of the merits of the past in the area of neuroscience for some time cannot be denied their achievements. Ignoring their contribution and achievements in the science of cognition, especially as to this day they are continued in research laboratories, in my subjective opinion, equals the potential underestimation of Leonardo da Vinci’s contribution to medical science or Darwin’s to research emotions.

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41

Kourime, Souad. "MAQĀṢID DIRĀSAT AL-MA'RIFAH AL-TĀRĪKHIYYAH FĪ AL-QUR'ĀN AL-KARĪM". Jurnal Ilmiah Islam Futura 24, № 1 (2024): 129. http://dx.doi.org/10.22373/jiif.v24i1.18118.

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The Holy Quran is the undisputed first source of science in the Islamic heritage. However, this source has faded in some human sciences that have been affected by positivist thought and Western epistemology, including the science of history. This paper aims to restore consideration of the Holy Quran as a methodological and cognitive source for historical studies. In order to achieve this goal, this paper invoked two aims of the study of historical knowledge in the Holy Qur’an, namely the purpose of methodological necessity and the purpose of cognitive sufficiency of the Qur’an as a source in the study of history. This paper relied on the qualitative approach, which starts by induction and description, then qualitative analysis, and ends with drawing conclusions. As a result, the paper invested the purposes of studying Qur’anic knowledge in the field of history to prove the cognitive value and methodological accuracy of the historical knowledge enshrined in the Holy Qur'an.

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42

Cole, Michael. "Culture and Cognitive Science." Outlines. Critical Practice Studies 5, no. 1 (2003): 3–15. http://dx.doi.org/10.7146/ocps.v5i1.2159.

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The purpose of this paper is to review the way in which cultural contributions to human nature have been treated within the field of cognitive science. I was initially motivated to write about this topic when invited to give a talk to a Cognitive Science department at a sister university in California a few years ago. My goal, on that occasion, was to convince my audience, none of whom were predisposed to considering culture an integral part of cognitive science, that they would indeed benefit from recognizing some affinities between the ideas of some of the founders of cognitive science and ideas about culture emanating from the Soviet (now Russian) cultural-historical school. My task in presenting this argument to the readers of Outlines is most likely the mirror image of that earlier effort. On the one hand, the ideas of the cultural-historical school are well known to this readership and you do not need to be lectured on the topic by an American whose knowledge of the topic is no greater than your own. At best, the ways in which I have appropriated those ideas and put them to work might provide an opportunity to reflect on the strange fate of ideas when they move between national traditions of thought. On the other hand, owing to a double twist of fate (after all, what was an American doing in Moscow in 1962 doing post-doctoral work in psychology) I was also present during the discussions leading to the founding of Cognitive Science in the early 1970’s and subsequently became a member of the Cognitive Science Program at UCSD in the early 1980’s, arguably one of the pioneering efforts to institutionalize this new discipline.My hope is this unusual confluence of experiences, and the ideas that they have generated, will be of some use to those who see value in a dialogue between these different intellectual projects. With this goal in mind, I will begin by providing my own brief history of key ideas associated with the origins of cognitive science. My presentation will of necessity be highly selective – it is the relevance of the inclusion of culture in cognitive science that is my major focus. I will then summarize some major milestones in the development of cognitive science at UCSD before turning to describe my own fusion of ideas from cultural-historical psychology and cognitive science as a kind of existence proof of the potential value of inter-disciplinary dialogue.

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Hougaard, Anders. "Mark Turner's Cognitive Dimensions of Social Science." American Studies in Scandinavia 34, no. 1 (2002): 138–45. http://dx.doi.org/10.22439/asca.v34i1.4278.

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Crapanzano, Francesco. "“Strange Trajectories”: Naive Physics, Epistemology and History of Science." Transversal: International Journal for the Historiography of Science, no. 5 (December 9, 2018): 49. http://dx.doi.org/10.24117/2526-2270.2018.i5.06.

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In the 1980s naive physics almost suddenly became a field of research for physicists interested in teaching and experimental psychologists. Such research, however, was limited to accurately recording the bizarre Aristotelian responses of “layman” struggling with simple physics issues. Another research on this topic is that one of phenomenological origin: starting from the studies of the psychologist of perception Paolo Bozzi (since 1958) naive physics had entered the laboratory, and he was the first to find that the physical knowledge of the adult individuals were “Aristotelian”. Bozzi took advantage of these results in order to hypothesize a substantial diversity and independence of the sensory system with respect to the cognitive-rational one. Other interesting perspectives were considered by Piaget, who in the 1980s, confirming the spontaneous Aristotelism of children, provided a still prolific epistemological direction of such investigations: finding an explanatory mechanism that projects on the level of science construction that one of individual cognitive development.

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Baryshnikov, Anton. "A Cognitive History of Roman Britain: New Opportunities?" ISTORIYA 12, no. 8 (106) (2021): 0. http://dx.doi.org/10.18254/s207987840016462-7.

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The article is focused on the issue of how forward-looking cognitive history of Roman Britain is. Studies of the province are experiencing a veritable boom in theoretical inquiry and debate, which gives a sense of the discipline&apos;s rapid and qualitative development. Nevertheless, most of the publications are well within a familiar framework of cognition and interpretation, dating back to the long-criticized theory of Romanization. It is only through new approaches, among which the cognitive approach can play an important role that we can go beyond these established boundaries, raise new problems and develop new answers to old questions. The author gives a brief overview of several pieces of work that are close to cognitive historiography in their essence and content. Even the few of them, addressing the cognitive theory, show the high potential of this approach and its importance for future Romano-British studies.

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Aytov, S. Sh. "COGNITIVE ASPECTS OF MODERN PHILOSOPHY OF HISTORICAL KNOWLEDGE." Anthropological Measurements of Philosophical Research, no. 5 (June 19, 2014): 103–8. https://doi.org/10.15802/ampr2014/25215.

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Purpose. The aim of this work is the intelligent reconstruction and the analysis of the various methodological approaches to cognitive areas of modern philosophy of history and determines their cognitive and academic relationships with conceptual terms of such branches of historical knowledge as historical anthropology. Methodology. Methodological tools of this work are such scientific approaches as methods of philosophy of science, interdisciplinary approach, methods of source and system analysis. Scientific novelty. Reproduced and analyzed was a number of methodological approaches inherent in the natural sciences and the social - the humanities. The latter, in accordance with the principles of interdisciplinary paradigm, is very widely applied by the modern philosophy of historical knowledge, in particular in the analysis of the historical process and its main elements: the mentality, attitudes and norms of socially significant and personal behavior of individuals and societies of the past. The influence of research on various historical and historical anthropological problems such concepts implanted in the methodology of modern philosophy of history scientific disciplines as chaos theory, synergetics, mathematical biology, ethnology, social psychology, etc. Focuses on intellectual connections are used in the philosophy of history, historical knowledge interdisciplinary methodology, theory and concepts of natural science and social - humanities. They are used to analyze and understand the complex and multifaceted historical events and processes. Conclusions. The result of the analysis of the cognitive dynamics applications in the philosophy of history of conceptual approaches of a very wide range of scientific disciplines has been the allocation of a number of phases of the mining process. Each of them has special logic - methodological and socio cultural characteristics ("Data"). Internal, cognitive science dynamics of this unity was not the aiming at the destruction of the previous intellectual tradition, but its deepening and updating on the basis of the implementation of more effective and diverse methodological approaches.

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Robertson, Paul, and Jordan Shefferman. "Teaching the Cognitive Science of Religion: Claire White’s An Introduction to the Cognitive Science of Religion and Other Approaches." Numen 70, no. 4 (2023): 429–46. http://dx.doi.org/10.1163/15685276-20231701.

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Garfield, Jay L. "Just What is Cognitive Science Anyway?" Philosophy and Phenomenological Research 59, no. 4 (1999): 1075. http://dx.doi.org/10.2307/2653574.

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Dowding, Keith. "Don Ross Economic Theory and Cognitive Science: Microexplanation." British Journal for the Philosophy of Science 59, no. 3 (2008): 569–73. http://dx.doi.org/10.1093/bjps/axn026.

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Clarke, Thomas L. "A natural history of the mind: A guide for cognitive science." Behavioral and Brain Sciences 16, no. 4 (1993): 754–55. http://dx.doi.org/10.1017/s0140525x00032714.

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