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  • 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.
  • Richard P. Cooper is Reader in Cognitive Science at Birkbeck, University of London. He initially studied mathematics and computer science at the University of Newcastle, NSW, Australia, graduating with a B.Math. in 1987, before completing a Ph.D. in computational linguistics at the Centre for Cognitive Science, University of Edinburgh, in 1990. He was then employed as a postdoctoral research fellow in the Department of Psychology, University College London, before moving to Birkbeck in 1995. His previous research focused mainly on tools and methodology of cognitive modeling and on using modeling to understand neuropsychological deficits. The former led to development of the COGENT graphical cognitive modeling environment, while a key outcome of the latter is a comprehensive model of routine action selection that, when lesioned in different, theoretically motivated, ways, can simulate a range of neurological disorders of action selection. He remains involved in research related to these projects, but is now also conducting empirical and computational investigations of cognitive control processes.
  • Stan Franklin holds the W. Harry Feinstone Interdisciplinary Research Professorship in the Computer Science Department at the University of Memphis, and is co-Director of its Institute for Intelligent Systems. He sits on the editorial board of several journals including the International Journal of Hybrid Intelligent Systems, the International Journal of Computational Intelligence Theory and Practice (IJCITP), the International Journal of Artificial General Intelligence, the Journal of Mind Theory and the International Journal of Machine Consciousness. He is a member (for Artificial Intelligence) of the Advisory Board of Polimetrica Publishers – Monza MI Italy, and is a member of the IEEE AMD Technical Committee's Task Force on Adaptive Motivational Systems. Stan's research concerns conceptual and computational cognitive modeling, and is carried out in collaboration with members of the Cognitive Computing Research Group (CCRG), which he directs. The current effort of the CCRG is toward the continuing development of the LIDA model of cognition, a fully integrated artificial cognitive system reaching across the full spectrum of cognition, from low-level perception/action to high-level reasoning. Extensively based on empirical data from cognitive science and neuroscience, it is meant to be a cognitive theory of everything.
  • 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.
  • John T. Hale is an Associate Professor of Linguistics at Cornell University in Ithaca, New York. He received an ScB in cognitive science from Brown in 1998 and a PhD in cognitive science from Johns Hopkins in 2003. His research focuses on computational models of human sentence comprehension. He previously taught at Michigan State University.



  • 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.
  • Robert Jacobs received a B.A. degree in Psychology from the University of Pennsylvania, and a Ph.D. degree in Computer and Information Science from the University of Massachusetts at Amherst. He served as a Postdoctoral Fellow in the Department of Brain & Cognitive Sciences at the Massachusetts Institute of Technology and in the Department of Psychology at Harvard University. He is currently Professor of Brain & Cognitive Sciences, of Computer Science, and of the Center for Visual Science at the University of Rochester where he directs the Computational Cognition and Perception Lab. His research interests are in combining experimental and computational approaches to the study of human perception and cognition. His research program addresses many topics, with a focus on learning in visual and multisensory environments.
  • 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
  • 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.
  • Wendell Wallach is a lecturer and consultant at Yale University's Interdisciplinary Center for Bioethics. Mr. Wallach was a founder and the President of two computer consulting companies, Farpoint Solutions and Omnia Consulting Inc. Among the clients served by Mr. Wallach's companies were PepsiCo International, United Aircraft, and the State of Connecticut. At Yale University he chairs the working research group on Technology and Ethics, has taught courses in Yale College, leads a seminar for bioethics interns, and functions as a senior coordinator for other working groups and projects. Moral Machines: Teaching Robots Right from Wrong, which Mr. Wallach co-authored (with Colin Allen, Indiana University), will be published by Oxford University Press in November 2008. His is presently writing a book titled Cybersoul: Self-Understanding in the Information Age, which explores the ways in which cognitive science and new technologies are altering our understanding of human decision making and ethics.

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