Editor-in-Chief: |
- Wayne
D. Gray earned his Ph.D. from U. C. Berkeley
in 1979. His first position was with the U. S. Army
Research Institute where he worked on tactical team
training (at the Monterey Field Unit) and later on
the application of artificial intelligence (AI) technology
to training for air-defense systems (at ARI-HQ Alexandria,
VA). He spent a post-doctoral year at Carnegie Mellon
University before joining the AI Laboratory of NYNEX'
Science & Technology Division. At NYNEX he applied
cognitive task analysis and cognitive modeling to
the design and evaluation of interfaces for large,
commercial telecommunications systems. His academic
career began at Fordham University and then moved
to George Mason University. He joined the Cognitive
Science Department at Rensselaer Polytechnic Institute
in 2002.
Professor Gray has been an active member of his
professional communities. In addition to much work
running small workshops and large conferences, he
has been a member of the Board of Governors for the
Cognitive Science Society where he served as Chair
and member of the Executive Committee from 2003–2006.
He also has been an Associate Editor for ACM
Transactions on Computer-Human Interaction (1995–2003),
the Human Factors journal (1998–2006), the Cognitive
Systems Research journal (2003-present), as
well as the Cognitive Science journal (2005-present).
He is the Editor of the recent (2007) Oxford University
Press book, Integrated Models of Cognitive Systems.
In January 2007, he was unanimously elected by the
Governing Board of the Cognitive Science Society
to serve as the Founding Executive Editor of topiCS.
|
|
|
| Associate Editors: |
- Lawrence
W. Barsalou's research
addresses the nature of human knowledge, and its roles
in perception, memory, language, and thought. The current
theme of his research is that the human conceptual system
is grounded in the brain’s modal systems for perception,
action, and introspection. [Bio
>]
|
| |
- Andrew Brook (D. Phil., Oxford)
is Chancellor's Professor Philosophy and Cognitive Science
and Director of the Institute of Cognitive Science, home
of Canada's first free-standing PhD programme in Cognitive
Science, at Carleton University in Ottawa, Canada. He is
author or editor of eight books including Kant and the
Mind and Cognition and the Brain: The Philosophy and Neuroscience
Movement and about 80 other publications. He is a former
President of the Canadian Philosophical
Association.
|
| |
- Bruno
Galantucci received a Ph.D. in Cognitive
Science from the University of Padua in 2003 and a
Ph.D. in Experimental Psychology from the University
of Connecticut in 2004. His first position was with
the Haskins
Laboratories where he worked as a research scientist
until 2007. In 2005–2006, he was a fellow of
the Center
for Interdisciplinary Research of the University
of Bielefeld. Currently, he is an assistant professor
at the department of psychology of Yeshiva University
and a research affiliate at the Haskins Laboratories.
Bruno Galantucci has conducted research on the psychology
of language, including speech perception, word recognition
and sentence processing. In the last few years, he
has focused on studying experimentally how humans establish
and develop novel forms of communication.
|
|
- Robert
Goldstone received
a B.A. degree from Oberlin College in 1986 in cognitive
science, and a Ph.D. in psychology from University
of Michigan in 1991. Since 1991, Robert Goldstone has
been a professor in the psychological and brain sciences
department and cognitive science program at Indiana
University. His research interests include concept
learning and representation, perceptual learning, collective
behavior, and computational modeling of human cognition.
He was awarded two American Psychological Association
(APA) Young Investigator awards in 1995 for articles
appearing in the Journal of Experimental
Psychology, the
1996 Chase Memorial Award for Outstanding Young Researcher
in Cognitive Science, a 1997 James McKeen Cattell Sabbatical
Award, the 2000 APA Distinguished Scientific Award
for Early Career Contribution to Psychology in the
area of Cognition and Human Learning, and a 2004 Troland
research award from the National
Academy of Sciences.
He was the executive editor of Cognitive
Science from
2001–2005, and associate editor of Psychonomic
Bulletin & Review from 1998-2000. He was elected
as a fellow of the Society of
Experimental Psychologists in 2004, and a fellow of the Cognitive
Science Society in 2006. In 2006 he became the director of the Indiana
University Cognitive Science Program. He was awarded
the title of Chancellor Professor in 2006.
|
| |
- Michael E. Gorman earned
a Masters (1978) and a Ph.D (1981) in Social Psychology
at the University of New Hampshire. His dissertation
focused on experimental studies of the role of confirmation
and disconfirmation in scientific thinking, which led
to a series of publications in the Quarterly Journal
of Experimental Psychology. He is currently a
Professor in the Department of Science, Technology & Society
at the University of Virginia, where he teaches courses
on ethics, invention, discovery and communication. His
research interests include experimental simulations of
science, described in Simulating Science (Indiana
University Press, 1992) and cognition, invention
and ethics, described in Transforming Nature (Kluwer
Academic Press, 1998). With support from the National
Science Foundation, he conducted a multi-year cognitive
study of the invention of the telephone whose results
appeared in Thinking and Reasoning. Gorman has
also edited a volume on Scientific and Technological
Thinking (Lawrence Erlbaum Associates, 2005).
He is a member of the editorial board of the Journal
of Psychology of Science and Technology. His current
research is in the kind of interdisciplinary trading
zones that will be needed for scientists, engineers and
other stakeholders to collaborate on the development
of new technologies.
|
| |
- Todd
M. Gureckis received a B.S. in
Electrical/Computer Engineering from The University
of Texas at Austin in 2001, and a Ph.D. in psychology,
also from University of Texas at Austin, in 2005.
From 2005–2007 he was a post-doctoral research associate
at Indiana University as part of IU’s NIH Cognitive
Modeling Training Grant. In 2008 he began as an Assistant
Professor of Psychology at New York University. His
research interests focus on concept and category
learning, the cognitive neuroscience to learning
and memory, and general computational approaches
to modeling human behavior.
|
|
- Mary
Hegarty received her B.A. in 1980 and
her M.A. in 1982 from University College Dublin and
her Ph.D from Carnegie Mellon University in 1988. She
has been on the faculty of the Department of Psychology,
University of California, Santa Barbara since then.
Her research is on spatial thinking in complex activities
such as comprehension, reasoning and problem solving.
In research on mechanical reasoning and interpretation
of graphics, she uses eye-fixation data to trace
the processes involved in understanding visual-spatial
displays (diagrams, graphs and maps), and making
inferences from these displays. In her work on individual
differences, she studies large-scale spatial abilities
involved in navigation and learning the layout of
environments, as well as smaller-scale spatial abilities
involved in mental rotation, and perspective taking.
Her current research projects include understanding
the roles of internal and external visualizations
in mechanical reasoning, chemistry problem solving,
weather forecasting, and training of spatial skills
in the context of medical education. Her research
is funded by the Office of Naval
Research and the
National Science Foundation. Mary Hegarty
is a fellow of the American Psychological
Society and a former
Spencer Postdoctoral Fellow. She is on the
editorial board of Journal of Experimental Psychology:
Learning, Memory and Cognition and Spatial
Cognition and Computation and is a member of
the governing board of the Cognitive
Science Society.
|
| |
- Gary Marcus is a Professor
of Psychology at New York University, where he directs
the NYU Infant Language Learning Center and studies the
foundations of cognitive science. His books include The
Algebraic Mind, an analysis of the strengths and weakness
of connectionist approaches to language and higher-level
cognition; The Birth of the Mind, a synthesis of cognitive
development, developmental biology, and developmental
neuroscience; and (forthcoming in 2008), Kluge:
The Haphazard Construction of the Human Mind, an analysis of the limits
of human cognition, and their evolutionary origin. He
has also is the editor of The Norton
Psychology Reader,
and hehas written numerous article for professional journals
including Science, Nature, Cognition, Cognitive
Psychology,
Nature Neuroscience and Trends
in Cognitive Science.
In 2002–2003, he was a Fellow of the Center for Advanced
Study in Social and Behavioral Sciences.
|
| |
- Danielle
S. McNamara
is a Professor and Cognitive
Area Director at the University
of Memphis. Her academic background includes a
Linguistics B.A. (1982), a Clinical Psychology M.S.
(1989), and a Ph.D. in Cognitive Psychology (1992;
UC-Boulder). Her
research involves the theoretical study of cognitive
processes as well as the application of cognitive principles
to educational practice. The overarching theme of her
research is to better understand cognitive processes
involved in memory, knowledge acquisition, and reading,
and to apply that understanding to educational practice
by creating and testing educational technologies (e.g.,
Coh-Metrix, iSTART). She has served on the editorial
boards of Discourse Processes, Memory & Cognition,
and JEP:LMC and currently serves as Associate Editor
for topiCS, the Cognitive
Science Journal, and the
Journal of Educational Psychology. She serves on a
standing review panel for the Institute
of Education Sciences (IES) and has served on numerous review panels
for IES, the National Science
Foundation (NSF), and
the National Institute of Child
Health and Human Development (NICHD). She is on the Governing Boards for the Society
for Text and Discourse and the Cognitive
Science Society.
|
| |
- William
G. Sakas received
a B.A. degree in economics from Harvard College in 1982,
and a Ph.D. in Computer Science from The City University
of New York (CUNY) in 2000. He is currently an Associate
Professor on the Computer Science faculty at Hunter College,
CUNY and on the doctoral faculties of the Linguistics
and Computer Science Programs at the CUNY Graduate
Center where he is director of the Computational
Linguistics Masters Program in Linguistics and co-director
of the CUNY Computational Language Acquisition Group
(CUNY-CoLAG). His research involves the study of
computer models of human language and human language
acquisition; what components of a computational model
are crucial for a model's success and how accurately
do they correlate with empirical psycholinguistic data?
His research draws from computational linguistics, psycholinguistics,
machine learning, syntactic theory and computational
learning theory. He is the organizer and founder
of the Psychocomputational
Models of Human Language Workshop (PsychoCompLA-2004,
-2005, -2007).
|
| |
- Natalie
Sebanz is a lecturer
at the School of Psychology, University of Birmingham,
UK.
She studies the cognitive and neural processes underlying
human social interaction, with a special focus on joint
action. Having studied psychology and psycholinguistics
at Innsbruck University and University College London,
she spent three years at the Max Planck Institute for
Psychological Research in Munich, Germany, receiving
her Ph.D in 2004. For her dissertation, she received
the Heinz Heckhausen Young Scientist Award from the German
Psychological Society (DGP). After post-doctoral work
with Maggie Shiffrar at Rutgers University, NJ, Natalie
became an Assistant Professor at Rutgers in 2006. She
moved to the University of Birmingham, UK, in mid 2007.
Recently, Natalie received the European
Young Investigator (EURYI) Award by the European
Science Foundation to head a research group on Joint
Action.
|
| |
- Vladimir Sloutsky received a B.A.
degree from University of Moscow in 1981 in psychology
and a Ph.D. in psychology from University of Moscow
and Russian Academy of Education in 1986. Since 1991,
Vladimir Sloutsky has been a professor at the Ohio
State University, holding appointments, in psychology,
human development, and education. His research interests
include learning and conceptual development, acquisition
of logical, mathematical, and scientific thought, and
interrelationships between language and cognitive development.
He has served on review panels of the National
Science Foundation and of the Institute of Educational Sciences
of the U.S. Department of Education. Since 2003, he
serves as the director of the Center for Cognitive
Science at Ohio State. In 2005 he was elected a member
of the Governing Board of the Cognitive
Science Society.
|
|
|
|
