On Fodor's First Law of the Nonexistence of Cognitive Science

In his enormously influential The Modularity of Mind, Jerry Fodor (1983) proposed that the mind was divided into input modules and central processes. Much subsequent research focused on the modules and whether processes like speech perception or spatial vision are truly modular. Much less attention has been given to Fodor's writing on the central processes, what would today be called higher‐level cognition. In “Fodor's First Law of the Nonexistence of Cognitive Science,” he argued that central processes are “bad candidates for scientific study” and would resist attempts at empirical analysis. This essay evaluates his argument for this remarkable claim, concluding that although central processes may well be “messier” than input modules, this does not mean that they cannot be studied and understood. The article briefly reviews the scientific progress made in understanding central processes in the 35 years since the book was published, showing that Fodor's prediction is clearly falsified by massive advances in topics like decision making and analogy. The essay concludes that Fodor's Law was not based on a clear argument for why the complexities of central systems could not be studied but was likely based on intuitions and preferences that were common in psychology at the time.     

The role of working memory in syntactic sentence realization: A modeling & simulation approach

This paper examines the effects of working memory size in incremental grammatical encoding during language production. Our experiment tests different variants of a computational-cognitive model that combines an empirically validated framework of general cognition, ACT-R, with a linguistic theory, Combinatory Categorial Grammar. The model is induced from a corpus of spoken dialogue. This methodology facilitates comparison of different strategies and working memory capacities according to the similarity of the model’s produced sentences to the corpus sentences. The experiment presented shows that while having more working memory available improves performance, using less working memory during realization does as well, even after controlling sentence length. Sentences realized with a more incremental strategy also appear to more closely track the naturalistic data. As high incrementality is correlated with low working memory usage, this study offers a possible mechanism by which syntactic incrementality can be explained. Finally, this paper proposes a multi-disciplinary modeling and simulation-based approach to empirical psycholinguistic inquiry.     

Changing the guard: Organizational science and social psychology in the US army

The US Army employed organizational and behavioral sciences in the context of the emerging Postindustrial political economy to shape its new strategic thought in the 1980s. This article examines how a group of military intellectuals in the Army applied ideas from these sciences to promote officer decision-making and decentralization while maintaining the Army's culture and ethics. They had significant reservations about bringing new ideas from the social sciences into the Army because Robert McNamara's modern cybernetic strategy had scarred the Army's morale and sense of self during the Vietnam War. Instead, the intellectuals carefully adapted ideas into the Army with an unsentimental attitude as it emerged from its post-Vietnam decline so it could fight complex maneuver warfare. Their strategic thought in the late Cold War made the Army a flexible global-spanning force for the unipolar moment in the 1990s and early 2000s.     

An associative account of the development of word learning

Word learning is a notoriously difficult induction problem because meaning is underdetermined by positive examples. How do children solve this problem? Some have argued that word learning is achieved by means of inference: young word learners rely on a number of assumptions that reduce the overall hypothesis space by favoring some meanings over others. However, these approaches have difficulty explaining how words are learned from conversations or text, without pointing or explicit instruction. In this research, we propose an associative mechanism that can account for such learning. In a series of experiments, 4-year-olds and adults were presented with sets of words that included a single nonsense word (e.g. dax). Some lists were taxonomic (i.,e., all items were members of a given category), some were associative (i.e., all items were associates of a given category, but not members), and some were mixed. Participants were asked to indicate whether the nonsense word was an animal or an artifact. Adults exhibited evidence of learning when lists consisted of either associatively or taxonomically related items. In contrast, children exhibited evidence of word learning only when lists consisted of associatively related items. These results present challenges to several extant models of word learning, and a new model based on the distinction between syntagmatic and paradigmatic associations is proposed.     

EEG correlates of cognitive time scales in the Necker-Zeno model for bistable perception

The Necker-Zeno model of bistable perception provides a formal relation between the average duration of meta-stable percepts (dwell times T) of ambiguous figures and two other basic time scales (t₀, ΔT) underlying cognitive processing. The model predicts that dwell times T covary with t₀, ΔT or both. We tested this prediction by exploiting that observers, in particular experienced meditators, can volitionally control dwell times T.Meditators and non-meditators observed bistable Necker cubes either passively or tried to hold their current percept. The latencies of a centro-parietal event-related potential (CPP) were recorded as a physiological correlate of t₀.Dwell times T and the CPP latencies, correlated with t₀, differed between conditions and observer groups, while ΔT remained constant in the range predicted by the model. The covariation of CPP latencies and dwell times, as well as their quadratic functional dependence extends previous psychophysical confirmation of the Necker-Zeno model to psychophysiological measures.     

Introspective access to implicit shifts of attention

Literature in metacognition has systematically rejected the possibility of introspective access to complex cognitive processes. This situation derives from the difficulty of experimentally manipulating cognitive processes while abiding by the two contradictory constraints. First, participants must not be aware of the experimental manipulation, otherwise they run the risk of incorporating their knowledge of the experimental manipulation in some rational elaboration. Second, we need an external, third person perspective evidence that the experimental manipulation did impact some relevant cognitive processes. Here, we study introspection during visual searches, and we try to overcome the above dilemma, by presenting a barely visible, “pre-conscious” cue just before the search array. We aim at influencing the attentional guidance of the search processes, while participants would not notice that fact. Results show that introspection of the complexity of a search process is driven in part by subjective access to its attentional guidance.     

Specifying and testing the design rationale of social robots for behavior change in children

We are developing a social robot that helps children with diabetes Type 1 to acquire self-management skills and routines. There is a diversity of Behavior Change Techniques (BCTs) and guidelines that seem to be useful for the development of such support, but it is not yet clear how to work out the techniques into concrete robot support functions and behaviors. The situated Cognitive Engineering (sCE) methodology provides guidance for the design and evaluation of such functions and behaviors, but doesn’t provide a univocal specification method of the theoretical and empirical justification. This paper presents an extension of sCE: a formal template that describes the relations between support objectives, behavior change theory, design specifications and evaluation outcomes, called situated Design Rationale (sDR) and the method to get this. As test case, the European ALIZ-e project is used to instantiate this design rationale and to evaluate the usage. This case study showed that sDR provides concrete guidance (1) to derive robot functions and behaviors from the theory and (2) to designate the corresponding effects with evaluation instruments. Furthermore, it helps to establish an effective, incremental and iterative, design and evaluation process, by relating positive and negative evaluation outcomes to robot behaviors at the task and communication level. The proposed solution for explicating the design rationale makes it possible for others to understand the decisions made and thereby supports replicating experiments or reusing parts of the design rationale.     

Emotion Regulation in Youth with Emotional Disorders: Implications for a Unified Treatment Approach

Given the relationship between internalizing disorders and deficits in emotion regulation in youth, the emotion science literature has suggested several avenues for increasing the efficacy of interventions for youth presenting with anxiety and depression. These possibilities include the identification and addition of emotion-regulation skills to existing treatment packages and broadening the scope of those emotions addressed in cognitive-behavioral treatments. Current emotion-focused interventions designed to meet one or both of these goals are discussed, and the developmental influences relevant to the selection of emotion-focused treatment goals are explored using the framework of a modal model of emotion regulation. These various lines of evidence are woven together to support the utility of a novel emotion-focused, cognitive-behavioral intervention, the Unified Protocol for the Treatment of Emotional Disorders in Youth, a transdiagnostic treatment protocol that aims to treat the range of emotional disorders (i.e., anxiety and depression) simultaneously. Avenues for future directions in treatment outcome and assessment of emotion regulation are also discussed.     

Cognitive functioning in delusions: a longitudinal analysis

BACKGROUND: This study explored the longitudinal course of the relationship between delusions and different aspects of cognitive functioning. METHODS: Deluded patients were compared to psychiatric and non-clinical controls on three tasks: negative priming, a probabilistic judgement task (the 'beads' task), and the pragmatic inference task (PIT). All groups were tested at two time points, once when actively symptomatic, and once when in remission. RESULTS: Deluded individuals exhibited a 'jump-to-conclusions' (JTC) reasoning bias: i.e., they made decisions on the basis of limited evidence and were more likely to revise their estimates when faced with disconfirmatory evidence. This JTC bias remained stable over time, although probability judgments seemed to normalise in remission. No deficits in cognitive inhibition were found on negative priming. The deluded group displayed an excessive self-focus on the PIT at both time points, but did not show a depressive attributional style. Only a small sub-sample, characterised by the "bad-me" type of paranoia [Trower & Chadwick, 1995 Clinical Psychology: Science and Practice, 2, 263-278.], demonstrated depressive schemas when symptomatic, but no longer did so when remitted. Few relationships were found between tasks, suggesting that different areas of functioning are relatively independent. The only measures associated with delusion symptom scores were from the 'beads' task. CONCLUSIONS: Overall these findings suggest that the JTC bias is a stable factor associated with delusional thinking, while the depressive attributional style characteristic of a small sub-sample of paranoid patients fluctuates with delusional course.     

Cognitive inhibition and interference in dissociative identity disorder: the effects of anxiety on specific executive functions

Using an experimentally based, computer-presented task, this study assessed cognitive inhibition and interference in individuals from the dissociative identity disorder (DID; n=12), generalized anxiety disorder (GAD; n=12) and non-clinical (n=12) populations. Participants were assessed in a neutral and emotionally negative (anxiety provoking) context, manipulated by experimental instructions and word stimuli. The DID sample displayed effective cognitive inhibition in the neutral but not the anxious context. The GAD sample displayed the opposite findings. However, the interaction between group and context failed to reach significance. There was no indication of an attentional bias to non-schema specific negative words in any sample. Results are discussed in terms of the potential benefit of weakened cognitive inhibition during anxious arousal in dissociative individuals.