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List of contributors | p. ix |
List of committees | p. xi |
Preface | p. xiii |
Perception, attention, and action | p. 1 |
Origins of executive attention | p. 3 |
Bridging between action representation and infant theory of mind | p. 15 |
The role of executive control in task switching | p. 35 |
Perception: A free-energy formulation | p. 49 |
Integrating what & how/where with instrumental and Pavlovian learning: A biologically based computational model | p. 71 |
Intrinsic multiperspectivity: On the architectural foundations of a distinctive mental capacity | p. 95 |
Social cognition | p. 117 |
Formal models of implicit measures of attitudes | p. 119 |
New perspectives on moral emotions: A neurobiological perspective | p. 137 |
The best-worst method for the study of preferences: Theory and application | p. 147 |
Learning, memory, and development | p. 159 |
Behavior genetics: Quasi-experimental studies of environmental processes | p. 161 |
Typical and atypical development: A commentary on the role of genes | p. 177 |
Early language development as related to the acquisition of reading | p. 193 |
The laws of learning are always in effect | p. 209 |
How midazolam can help us understand human memory: Three illustrations | p. 225 |
Fundamental general issues | p. 239 |
Who took the cog out of cognitive science? Mentalism in an era of anti-cognitivism | p. 241 |
Significance of phenomenal analyses in the reductive situation: Reciprocal role of the studies of potentiality and reality | p. 263 |
Author index | p. 273 |
Subject index | p. 283 |
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