Cost, expected benefits, and risks are paramount in grant agencies' decisions to fund scientific research. In Cognitive Economy, Nicholas Rescher outlines a general theory for the cost-effective use of intellectual resources, amplifying the theories of Charles Sanders Pierce, who stressed an “economy of research.” Rescher discusses the requirements of cooperation, communication, cognitive importance, cognitive economy, as well as the economic factors bearing on induction and simplicity. He then applies his model to several case studies and to clarifying the limits imposed on science by economic considerations.

This book argues that we are undergoing a transition from industrial capitalism to a new form of capitalism - what the author calls & lsquo; cognitive capitalism & rsquo;

In this study, Don Ross explores the relationship of economics to other branches of behavioral science, asking, in the course of his analysis, under what interpretation economics is a sound empirical science. The book explores the relationships between economic theory and the theoretical foundations of related disciplines that are relevant to the day-to-day work of economics—the cognitive and behavioral sciences. It asks whether the increasingly sophisticated techniques of microeconomic analysis have revealed any deep empirical regularities—whether technical improvement represents improvement in any other sense. Casting Daniel Dennett and Kenneth Binmore as its intellectual heroes, the book proposes a comprehensive model of economic theory that, Ross argues, does not supplant, but recovers the core neoclassical insights, and counters the caricaturish conception of neoclassicism so derided by advocates of behavioral or evolutionary economics. Because he approaches his topic from the viewpoint of the philosophy of science, Ross devotes one chapter to the philosophical theory and terminology on which his argument depends and another to related philosophical issues. Two chapters provide the theoretical background in economics, one covering developments in neoclassical microeconomics and the other treating behavioral and experimental economics and evolutionary game theory. The three chapters at the heart of the argument then apply theses from the philosophy of cognitive science to foundational problems for economic theory. In these chapters, economists will find a genuinely new way of thinking about the implications of cognitive science for economics, and cognitive scientists will find in economic behavior, a new testing site for the explanations of cognitive science.

The social sciences study knowing subjects and their interactions. A "cog nitive turn", based on cognitive science, has the potential to enrich these sciences considerably. Cognitive economics belongs within this movement of the social sciences. It aims to take into account the cognitive processes of individuals in economic theory, both on the level of the agent and on the level of their dynamic interactions and the resulting collective phenomena. This is an ambitious research programme that aims to link two levels of com plexity: the level of cognitive phenomena as studied and tested by cognitive science, and the level of collective phenomena produced by the economic in teractions between agents. Such an objective requires cooperation, not only between economists and cognitive scientists but also with mathematicians, physicists and computer scientists, in order to renew, study and simulate models of dynamical systems involving economic agents and their cognitive mechanisms. The hard core of classical economics is the General Equilibrium Theory, based on the optimising rationality of the agent and on static concepts of equilibrium, following a point of view systemised in the framework of Game Theory. The agent is considered "rational" if everything takes place as if he was maximising a function representing his preferences, his utility function.

This landmark textbook introduces students to everything that the world's great thinkers think about thought. Throughout history, different fields of inquiry have attempted to understand the great mystery of mind and answer questions like: What is mind? How does it operate? What is consciousness? Only recently have these efforts in traditional and cutting edge disciplines become more united in their focus. Cognitive Science is the comprehensive result of the authors' drawing together of this work. Cognitive Science is the perfect introductory textbook for cross-disciplinary courses on the mind in psychology, linguistics, philosophy, and computer science.

Perkins reveals the common misguided strategies students use and offers teachers and parents advice on how they can help their children. Although there has been a great deal of impassioned debate over the sad state of American education today, surprisingly little attention has been paid to how children actually learn to think. But, as David Perkins demonstrates, we cannot solve our problems in this area simply by redistributing power or by asking children to regurgitate facts on a multiple choice exam. Rather we must ask what kinds of knowledge students typically acquire in school. In Smart Schools, Perkins draws on over twenty years of research to reveal the common misguided strategies students use in trying to understand a topic, and then shows teachers and parents what strategies they can use with children to increase real understanding.

Over the past 20 years, the study of human memory has become an increasingly popular topic of study for psychologists, and since the late 1960s a new framework for studying memory has begun to take shape. It is the purpose of this book to present a broad overview of this framework, including descriptions of (1) the major theoretical components of the framework and (2) the critical research findings that justify the establishment of these components and illuminate the mechanisms by which they operate. The book is not meant to constitute an exhaustive review of the enormous research literature that has accrued over the years. The authors deliberately avoid wading into masses of detail on any given topic area, and we deliberately sidestep a number of current theoretical controversies. Instead, this book has been planned to be a guide and an introduction for the student or interested layman with little or no background in the area of memory as a field of psychological inquiry.