Behavioral and Brain Sciences

Volume 24 : Issue 6

Table of Contents

• Can robots make good models of biological behaviour? 
  Barbara Webb
  Page 1033-1050
• Some robotic imitations of biological movements can be counterproductive 
  Ramesh Balasubramaniam and Anatol G Feldman
  Page 1050-1051
• From reflex to planning: Multimodal versatile complex systems in biorobotics 
  Jean-Paul Banquet, Philippe Gaussier, Mathias Quoy and Arnaud Revel
  Page 1051-1053
• Models of complexity: The example of emotions 
  Catherine Belzung and Catherine Chevalley
  Page 1053-1054
• Biorobotics researcher: To be or not to be? 
  Carolina Chang
  Page 1054-1054
• Programs, models, theories, and reality 
  Robert I. Damper
  Page 1055-1056
• Biorobotic models can contribute to neurobiology 
  Fred Delcomyn
  Page 1056-1057
• Robotic search: Whats in it for comparative cognition? 
  Carlo De Lillo
  Page 1057-1057
• An intentional dynamics approach to comparing robots with their biological targets 
  Judith A. Effken and Robert E. Shaw
  Page 1058-1058
• Biorobotic simulations might offer some advantages over purely computational ones 
  Donald R. Franceschetti
  Page 1058-1059
• Models as implementations of a theory, rather than simulations: Dancing to a different drummer 
  Stan Franklin
  Page 1059-1059
• The nature and function of models 
  Ronald N. Giere
  Page 1060-1060
• Can robots without Hebbian plasticity make good models of adaptive behaviour? 
  Jrn Hokland and Beatrix Vereijken
  Page 1060-1062
• The usefulness property of biorobotic sensorimotor models: A natural source of prosthetic designs 
  Kristen N. Jaax
  Page 1062-1062
• Doing versus knowing 
  Peter R. Killeen
  Page 1063-1064
• Models are better than their theory 
  Rolf Ktter
  Page 1064-1064
• There is more to biological behavior than causation and control 
  Mark A. Krause
  Page 1065-1065
• Like the perfect animal, theres no such thing as the perfect institution 
  Susanne Lohmann
  Page 1065-1066
• How building physical models can reduce and guide the abstraction of nature 
  Malcolm A. MacIver
  Page 1066-1067
• When robots fail: The complex processes of learning and development 
  Ludovic Marin and Olivier Oullier
  Page 1067-1068
• Embodiment and complex systems 
  Giorgio Metta and Giulio Sandini
  Page 1068-1069
• Robots arent the only physical models 
  Peter E. Midford
  Page 1069-1070
• Differentiating robotic behavior and artificial intelligence from animal behavior and biological intelligence: Testing structural accuracy 
  Ralph R. Miller and Francisco Arcediano
  Page 1070-1071
• Artificial systems as models in biological cybernetics 
  Titus R. Neumann, Susanne Huber and Heinrich H. Blthoff
  Page 1071-1072
• Research, robots, and reality: A statement on current trends in biorobotics 
  Ernst Niebur, Mounya Elhilali, Iyad Obeid, Justin Werfel, Mark Blanchard, Mattia Frasca, Kaushik Ghose, Constanze Hofstoetter, Giovanni Indiveri and Mark W. Tilden
  Page 1072-1073
• The conundrum of correlation and causation 
  Irene M. Pepperberg
  Page 1073-1074
• Living and learning 
  John Pickering
  Page 1074-1074
• Modelling criteria: Not just for robots 
  George N. Reeke
  Page 1074-1075
• Dimensions of modelling: Generality and integrativeness 
  Jeffrey C. Schank
  Page 1075-1076
• Is there more to model than muddle? 
  Matthias Scheutz
  Page 1076-1077
• Biomimetic robots and biology 
  Allen I. Selverston
  Page 1077-1077
• The methodology of the artificial 
  Luc Steels
  Page 1077-1078
• Robotic modeling of mobile ball-catching as a tool for understanding biological interceptive behavior 
  Thomas Sugar and Michael McBeath
  Page 1078-1080
• Soul searching and heart throbbing for biological modeling 
  Daniel L. Young and Chi-Sang Poon
  Page 1080-1081
• Robots can be (good) models 
  Barbara Webb
  Page 1081-1087
• Prcis of How Children Learn the Meanings of Words 
  Paul Bloom
  Page 1095-1103
• Okay for content words, but what about functional items? 
  Derek Bickerton
  Page 1104-1105
• Concept modeling, essential properties, and similarity spaces 
  Peter Grdenfors
  Page 1105-1106
• Dont preverbal infants map words onto referents? 
  Lakshmi J. Gogate
  Page 1106-1107
• Word meaning, cognitive development, and social interaction 
  Alison F. Garton
  Page 1106-1106
• Innateness, abstract names, and syntactic cues in How Children Learn the Meanings of Words 
  Heidi Harley and Massimo Piattelli-Palmarini
  Page 1107-1108
• Social attention need not equal social intention: From attention to intention in early word learning 
  Kathy Hirsh-Pasek, Elizabeth Hennon, Roberta M. Golinkoff, Khara Pence, Rachel Pulverman, Jenny Sootsman, Shannon Pruden and Mandy Maguire
  Page 1108-1109
• Vocabulary and general intelligence 
  Arthur R. Jensen
  Page 1109-1110
• Good intentions and bad words 
  Frank C. Keil
  Page 1110-1111
• How fast does a child learn a word? 
  Michael Maratsos
  Page 1111-1112
• Fast-mapping children vs. slow-mapping adults: Assumptions about words and concepts in two literatures 
  Gregory L. Murphy
  Page 1112-1113
• Why theories of word learning dont always work as theories of verb learning 
  Letitia R. Naigles
  Page 1113-1114
• An ideational account of early word learning: A plausibility assessment 
  Rita Nolan
  Page 1114-1115
• An ideational account of early word learning: A plausibility assessment 
  Rita Nolan
  Page 1114-1115
• The name game updated 
  Katherine Nelson
  Page 1114-1114
• Some cognitive tools for word learning: The role of working memory and goal preference 
  Mihly Racsmny, gnes Lukcs, Csaba Plh and Ildik Kirly
  Page 1115-1117
• The other way to learn the meaning of a word 
  Sam Scott
  Page 1117-1118
• Empiricist word learning 
  Dan Ryder and Oleg V. Favorov
  Page 1117-1117
• Children request teaching when asking for names of objects 
  Sidney Strauss and Margalit Ziv
  Page 1118-1119
• Could we please lose the mapping metaphor, please? 
  Michael Tomasello
  Page 1119-1120
• Words, grammar, and number concepts: Evidence from development and aphasia 
  Rosemary Varley and Michael Siegal
  Page 1120-1121
• Word extension: A key to early word learning and domain-specificity 
  Sandra R. Waxman
  Page 1121-1122
• A multiplicity of constraints: How children learn word meaning 
  Chris Westbury and Elena Nicoladis
  Page 1122-1123
• Rational statistical inference: A critical component for word learning 
  Fei Xu and Joshua B. Tenenbaum
  Page 1123-1124
• Controversies in the study of word learning 
  Paul Bloom
  Page 1124-1130
• Visuo-cognitive disambiguation of occluded shapes 
  Rob van Lier
  Page 1135-1136
• Perceptual filling-in and the resonant binding of distributed cortical representations 
  Tony Vladusich
  Page 1136-1137
• Filling-in: One or many? 
  Luiz Pessoa, Evan Thompson and Alva No
  Page 1137-1139
• More theory and evolution, please! 
  Radu J. Bogdan
  Page 1140-1141
• Theory of mind and the somatic marker mechanism (SMM) 
  Bruce G. Charlton
  Page 1141-1142
• How to solve the distinguishability problem: Triangulation without explicit training 
  Robert W. Lurz
  Page 1142-1143
• Theory of mind and other domain-specific hypotheses 
  C. M. Heyes
  Page 1143-1145
• Feature development, object concepts, and the scope slip 
  Michael R. W. Dawson
  Page 1146-1147
• Functional identification of constraints on feature creation 
  Phillipe G. Schyns, Robert L. Goldstone and Jean-Pierre Thibaut
  Page 1147-1148