Theories of grounded cognition state that there is a meaningful connection between action and cognition. Although these claims are widely accepted, the nature and structure of this connection is far from clear and is still a matter of controversy. This book argues for a type of cognitive representation that essentially combines cognition and action, and which is foundational for higher-order cognitive capacities.

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Theories of grounded cognition state that there is a meaningful connection between action and cognition. Although these claims are widely accepted, the nature and structure of this connection is far from clear and is still a matter of controversy. This book argues for a type of cognitive representation that essentially combines cognition and action, and which is foundational for higher-order cognitive capacities.

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"AI and the Technological Singularity: A Fallacy or a Great Opportunity" is a collection of essays that addresses the question of whether the technological singularity—the notion that AI-based computers can program the next generation of AI-based computers until a singularity is achieved, where an AI-based computer can exceed human intelligence—is a fallacy or a great opportunity. The group of scholars that address this question have a variety of positions on the singularity, ranging from advocates to skeptics. No conclusion can be reached, as the development of artificial intelligence is still in its infancy, and there is much wishful thinking and imagination in this issue rather than trustworthy data. The reader will find a cogent summary of the issues faced by researchers who are working to develop the field of artificial intelligence and, in particular, artificial general intelligence. The only conclusion that can be reached is that there exists a variety of well-argued positions as to where AI research is headed.

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This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact

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Embodied cognition represents one of most important research programs in contemporary cognitive science. Although there is a diversity of opinion concerning the nature of embodiment, the core idea is that cognitive processes are influenced by body morphology, emotions, and sensorimotor systems. This idea is supported by an ever increasing collection of empirical studies that fall into two broad classes: one consisting of experiments that implicate action, emotion, and perception systems in seemingly abstract cognitive tasks and the other consisting of experiments that demonstrate the contribution of bodily interaction with the external environment to the performance of such tasks. Now that the research program of embodied cognition is well established, the time seems right for assessing its further promise and potential limitations. This research topic aims to create an interdisciplinary forum for discussing where we go from here. Given that we have good reason to think that the body influences cognition in surprisingly robust ways, the central question is no longer whether or not any cognitive processes are embodied. Instead, other questions have come to the fore: To what extent are cognitive processes in general embodied? Are there disembodied processes? Among those that are embodied, how are they embodied? Is there more than one kind of embodiment? Is embodiment a matter of degree? There are a number of specific issues that could be addressed by submissions to this research topic. Some supporters of embodied cognition eschew representations. Should anti-representationalism be a core part of an embodied approach? What role should dynamical models play? Research in embodied cognition has tended to focus on the importance of sensorimotor areas for cognition. What are the functions of multimodal or amodal brain areas? Abstract concepts have proved to be a challenge for embodied cognition. How should they be handled? Should researchers allow for some form of weak embodiment? Currently, there is a split between those who offer a simulation-based approach to embodiment and those who offer an enactive approach. Who is right? Should there be a rapprochement between these two groups? Some experimental and robotics researchers have recently shown a great deal of interest in the idea that external resources such as language can serve as form of cognitive scaffolding. What are the implications of this idea for embodied cognition? This research topic aims to bring together empirical and theoretical work from a diversity of perspectives. Submissions are sought from any of the major disciplines associated with cognitive science, including but not necessarily limited to anthropology, cognitive psychology, computational modeling, linguistics, neuroscience, philosophy, robotics, and social psychology. Researchers are encouraged to submit papers discussing experiments, methods, models, or theories that speak to the issue of the future of embodied cognition.

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This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact

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We interact with our environment through perception and action. Perception is based on sensory components while actions are based on motor components. It is commonly accepted that these sensorimotor components constitute the foundation of knowledge (i.e., percepts and concepts), action and emotion. However, whether or not these components remain part of knowledge, action and emotion is still being debated (see Glenberg, Witt, & Metcalfe, 2013). According to the classical symbolic/abstracted approach of cognition, cognitive processes operate on symbols that are abstracted from these components. Reversely, embodied cognition theory states that knowledge, action and emotion remain grounded in these sensorimotor components (see Wilson, 2002). This embodiment revolution assumes that the interactions between present and absent —but simulated in memory— sensory-motor components determine the emergence of knowledge, action and emotion (Barsalou, 2008). It also implies that perception, memory (in particular conceptual knowledge), action and emotion interact together in a closer way that previously thought (e.g. Riou, Lesourd, Brunel & Versace, 2011; Corveleyn, Lopez-Moliner & Coello, 2012; Vermeulen et al., 2013). Despite the accumulation of empirical evidence showing that perception, memory, action and emotion interact together, less is known about the dynamics of these interactions. It remains to precise the temporal dynamic (when these interactions occur), the neural underlying networks, and the factors that modulate these interactions. The present research topic focuses on the dynamic relationship between present and absent sensorimotor components across perception, memory, action and emotion in a grounded cognition perspective. This research topic aims 1) to demonstrate the validity of the embodied cognition theories 2) to highlight the dynamics of emergence of conceptual knowledge, action and emotion 3) to provide a comprehensive state-of-the-art theoretical explanation and/or models.

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While Embodied Cognition has now been accepted as mainstream in Cognitive Science, the study of its potential contribution to understding child developemnt and ageing, as well as its potential applications, is still in its infancy. This collection of articles explores the contribution of Embodied Cognition to studying the lifespan and potential applied fields. The contributions are theoretical and empirical and offer an important framework for future research and its applications.

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Rethinking design through the lens of embodied cognition provides a novel way of understanding human interaction with technology. In this book, Christopher Baber uses embodied cognition as a lens through which to view both how designers engage in creative practices and how people use designed artifacts. This view of cognition as enactive, embedded, situated, or distributed, without recourse to internal representations, provides a theoretical grounding that makes possible a richer account of human interaction with technology. This understanding of everyday interactions with things in the world reveals opportunities for design to intervene. Moreover, Baber argues, design is an embodied activity in which the continual engagement between designers and their materials is at the heart of design practice. Baber proposes that design and creativity should be considered in dynamic, rather than discrete, terms and explores “task ecologies”—the concept of environment as it relates to embodied cognition. He uses a theory of affordance as an essential premise for design practice, arguing that affordances are neither form nor function but arise from the dynamics within the human-artifact-environment system. Baber explores agency and intent of smart devices and implications of tangible user interfaces and activity recognition for human-computer interaction. He proposes a systems view of human-artifact-environment interactions—to focus on any one component or pairing misses the subtleties of these interactions. The boundaries between components remain, but the borders that allow exchange of information and action are permeable, which gives rise to synergies and interactions.

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The computational theory of mind, which views the brain as an information processor that operates on cognitive representations, is central to modern cognitive psychology and is the dominant perspective from which brain function is conceptualized and studied. Evolutionary Psychology (EP) is the application of evolutionary theory to understanding human behaviour and cognition. Unlike other core Psychology topic areas (such as Personality, Learning or Developmental Psychology), however, EP is not defined by the subset of psychological phenomena it seeks to describe and understand. It is instead defined by a specific meta-theoretical perspective, from which it seeks to (potentially) explain all psychological phenomena. The central question posed by this volume is whether this over-arching nature provides an opportunity for evolutionary approaches to offer an alternative meta-theoretical perspective to the information processing / representational view of brain function and behavior.

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Focusing on the difference between lower-level perceptual processes in the “neural unconscious” and higher-order thought in the frontal lobes, this open access book shows how Herman Melville sought to reclaim the fluid world of the sensory, with its precategorical and radically egalitarian impulses. By studying this previously underexamined facet of Melville’s work, this book offers an essential corrective to the “pathology paradigm,” which demonizes departures from a neurological norm and feasts on pejorative categorization. The neurodiversity movement arose precisely as a response to how so-called “mental disorders” have been described, understood, and treated. Unlike standard neuroscientific or psychiatric investigation, Melville’s work doesn’t strive to explain typical functioning through the negative and, in the process, to shore up a regime of normalcy. To the contrary, it exploits the lack of congealed diagnoses in the 19th Century, much more neutrally asking the question: what can an atypical body-mind do? Steeped in current studies about autism, Alzheimer’s, Capgras and Fregoli syndromes, Mirror-touch synesthesia, phantom limb syndrome, stuttering, and tinnitus, and fully conversant with Melville scholarship, Phenomenological Primitives demonstrates what the humanities can contribute to the sciences and what the sciences can contribute to the humanities. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded in part by Grinnell College.

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Human-computer confluence refers to an invisible, implicit, embodied or even implanted interaction between humans and system components. New classes of user interfaces are emerging that make use of several sensors and are able to adapt their physical properties to the current situational context of users.A key aspect of human-computer confluence is its potential for transforming human experience in the sense of bending, breaking and blending the barriers between the real, the virtual and the augmented, to allow users to experience their body and their world in new ways. Research on Presence, Embodiment and Brain-Computer Interface is already exploring these boundaries and asking questions such as: Can we seamlessly move between the virtual and the real? Can we assimilate fundamentally new senses through confluence? The aim of this book is to explore the boundaries and intersections of the multidisciplinary field of HCC and discuss its potential applications in different domains, including healthcare, education, training and even arts.

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The emotions that we feel and also those that we perceive in others are crucial to the social functioning of both humans and non-human animals. Although the role of context has been extensively studied in basic sensory processing, its relevance for social cognition and emotional processing is little understood. In recent years, several lines of research at the behavioral and neural levels have highlighted the bidirectional interactions that take place between emotions and social context. Experienced emotions, even when incidental, bias decision-making. Remarkably, even basic emotions can be strongly influenced by situational contexts. In addition, both humans and non-human animals can use emotional expressions strategically as a means of influencing and managing the behavioral response of others in relation to specific environmental situations. Moreover, social emotions (e.g., engaged in moral judgment, empathic concern and social norms) seem to be context-dependent, which also questions a purely abstract account of emotion understanding and expression, as well as other social cognition domains. The present Research Topic of Frontiers in Human Neuroscience highlights the need for a situated approach to emotion and social cognition. We presented theoretical and empirical work at the behavioral and neural levels that contribute to our understanding of emotion within a highly contextualized social realm, and vice-versa. Relevant contributions are presented from diverse fields, including ethology, neurology, biology, cognitive and social neuroscience, and as well as psychology and neuropsychiatry. This integrated approach that entails the interaction between emotion and social context provide important new insights into the growing field of social neuroscience.

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The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice.

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If “back to the things themselves” is the motto of phenomenology, this volume aims to return to perception, over 75 years after Maurice Merleau-Ponty's Phenomenology of Perception. In this book, phenomenology discovered perception for the first time, primarily understood as bodily perception. Since then, philosophy has never ceased investigating its meaning, not only in the various philosophical domains (epistemology, aesthetics and even moral theory), but also – and increasingly – from a multidisciplinary perspective that links the problem of perception to questions pertaining to anthropology and human geography (the topic of situationality in space), cognitive psychology (the body schema and the perception of the external world), and semiotics (perception as a means of expression). This volume, therefore, presents the natural continuation of a collective reflection on the perceptive turn made by Merleau-Ponty, and on how this takes on a new social meaning, a new epistemological and cultural value that prompts us once again to ask the following question: what about perception today?

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Experts translate the latest findings on embodied cognition from neuroscience, psychology, and cognitive science to inform teaching and learning pedagogy. Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then the conventional style of instruction—in which students sit at desks, passively receiving information—needs rethinking. Movement Matters considers the educational implications of an embodied account of cognition, describing the latest research applications from neuroscience, psychology, and cognitive science and demonstrating their relevance for teaching and learning pedagogy. The contributors cover a range of content areas, explaining how the principles of embodied cognition can be applied in classroom settings. After a discussion of the philosophical and theoretical underpinnings of embodied cognition, contributors describe its applications in language, including the areas of handwriting, vocabulary, language development, and reading comprehension; STEM areas, emphasizing finger counting and the importance of hand and body gestures in understanding physical forces; and digital learning technologies, including games and augmented reality. Finally, they explore embodied learning in the social-emotional realm, including how emotional granularity, empathy, and mindfulness benefit classroom learning. Movement Matters introduces a new model, translational learning sciences research, for interpreting and disseminating the latest empirical findings in the burgeoning field of embodied cognition. The book provides an up-to-date, inclusive, and essential resource for those involved in educational planning, design, and pedagogical approaches. Contributors Dor Abrahamson, Martha W. Alibali, Petra A. Arndt, Lisa Aziz-Zadeh, Jo Boaler, Christiana Butera, Rachel S. Y. Chen, Charles P. Davis, Andrea Marquardt Donovan, Inge-Marie Eigsti, Virginia J. Flood, Jennifer M. B. Fugate, Arthur M. Glenberg, Ligia E. Gómez, Daniel D. Hutto, Karin H. James, Mina C. Johnson-Glenberg, Michael P. Kaschak, Markus Kiefer, Christina Krause, Sheila L. Macrine, Anne Mangen, Carmen Mayer, Amanda L. McGraw, Colleen Megowan-Romanowicz, Mitchell J. Nathan, Antti Pirhonen, Kelsey E. Schenck, Lawrence Shapiro, Anna Shvarts, Yue-Ting Siu, Sofia Tancredi, Chrystian Vieyra, Rebecca Vieyra, Candace Walkington, Christine Wilson-Mendenhall, Eiling Yee

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Even as simple a task as quenching thirst with a glass of water involves a sequence of perceptions and actions woven together by expectations and experience. What are the myriad links between perception and action, and what does cognition have to do with them? Intuitively we think that perception precedes action, but we also know that action moulds perception. The reciprocal links between perception and action are now accepted almost universally. The discovery of mirror neurons that encode observed actions has further emphasized the coupling of perception and action. The real aim of this research topic is to go beyond identifying the evidence for perception-action coupling, and study the cognitive entities and processes that influence the perception-action link. For example, the internal representations of perceived and produced events are created and modified through experience. Yet the perception action link is considered relatively automatic. To what extent is the perception-action link affected by representations and their manipulations by cognitive processes? Does selective attention modify the perception action coupling? How, and to what extent, does the context provide sources of cognitive control? The developmental trajectory of the perception-action link and the influence of cognition at various stages of development could be another line of important evidence. The responses to these and other such questions contribute to our understanding of this research area with significant implications for perception-action coupling.

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This concise volume addresses the question of whether or not language, and its structure in literary discourses, determines individuals’ mental "vision," employing an innovative cross-disciplinary approach using readers’ drawings of their mental imagery during reading. The book engages in critical dialogue with the perceived wisdom in stylistics rooted in Roger Fowler’s seminal work on deixis and point of view to test whether or not this theory can fully account for what readers see in their mind's eye and how they see it. The work draws on findings from a study of English and Dutch across a range of literary texts, in which participants read literary text fragments and were then asked to immediately draw representations of what they had seen envisioned. Building on the work of Fowler and more recent theoretical and empirical language-based studies in the area, Klomberg, Schilhab, and Burke argue that models from embodied cognitive science can help account for anomalies in evidence from readers’ drawings, indicating new ways forward for interdisciplinary understandings of individual meaning construction in literary textual interfaces. This book will be of interest to students and scholars in stylistics, cognitive psychology, rhetoric, and philosophy, particularly those working in the field of embodied cognition. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial (CC-BY-NC-) 4.0 license.

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This open access book is the first of two volumes that integrates a study of direct encounters with Primary Forces of Nature, Wind, Light, Rain, Heat and Cold, Water, etc., with imaginative narrative forms of communication. The approach developed in this book shows how the growth of cognitive tools (first of mythic and then of romantic forms of understanding) lets children make sense of experiencing physical phenomena. An in-depth description of Fluids, Gravity, and Heat as Basic Forces shows how primary sense-making can evolve into understanding of aspects of physical science, allowing for a nature-based pedagogy and application to environmental systems. The final chapter introduces visual metaphors and theatrical storytelling that are particularly useful for understanding the role of energy in physical processes. It explores how a mythic approach to nature can inform early science pedagogy. This book is of interest to kindergarten and primary school teachers as well as early education researchers and instructors.

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This open access book is the first of two volumes that integrates a study of direct encounters with Primary Forces of Nature, Wind, Light, Rain, Heat and Cold, Water, etc., with imaginative narrative forms of communication. The approach developed in this book shows how the growth of cognitive tools (first of mythic and then of romantic forms of understanding) lets children make sense of experiencing physical phenomena. An in-depth description of Fluids, Gravity, and Heat as Basic Forces shows how primary sense-making can evolve into understanding of aspects of physical science, allowing for a nature-based pedagogy and application to environmental systems. The final chapter introduces visual metaphors and theatrical storytelling that are particularly useful for understanding the role of energy in physical processes. It explores how a mythic approach to nature can inform early science pedagogy. This book is of interest to kindergarten and primary school teachers as well as early education researchers and instructors.

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How humans plan and execute their actions has always been a fascinating topic for neuroscience and psychology. In particular, kinematics studies have contributed to shed light on how very basic actions (e.g. reaching-grasping) are affected by manipulating target properties, visually or linguistically presented stimuli, absence or presence of contextual information. Interestingly, recent studies have also shown how the social context in which actions take place and their relevance for human interactions can also affect the execution of very simple actions. This research topic aims to bring together researchers from psychology and neuroscience with a special focus on the use of kinematics analysis for the study of socially relevant aspects of cognition (e.g. action observation, competition/cooperation, complementary actions, coordination, shared emotions and so on).

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What does reading fictional violence do to us as readers? To find out, this provocative and original book turns to the works of an author synonymous with sexual violence: the Marquis de Sade. Drawing on psychology, cognitive literary studies, and empirical research, it argues that reading is a fundamentally embodied act – and one that implicates us far more than we might like to think in fictional depictions of violence. This book turns not just to Sade for answers, but to his readers. Where previous studies have focussed either on Sade’s language or his philosophy, this one places the lived experience of actual readers at the heart of its investigations. Taking particular scenes from Sade’s fiction, from a young girl posing as a statue in ‘Eugénie de Franval’ to the brutal rape of the heroine of Justine, this book explores what happens not just on the page but in the minds and bodies of readers as they bring these scenes to life. Drawing on questionnaires completed by readers of those scenes, and on his own experience as a reader, teacher and translator of Sade, the author challenges the disembodied approach that has dominated Sade studies and literary criticism more broadly over recent decades. This is not just a book about Sade—it’s a radical exploration of what happens to us when we are confronted with scenes of violence. Urgent, accessible, and personal, it offers a new model for understanding reading as a matter of making sensations as well as making sense.

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This open access book offers a historical context and an overview of the field's current artistic and scientific research. Sonic design includes the construction and performance of acoustic instruments but also recording, editing, mixing, and synthesizing sounds using analog and digital electronic devices. This book explores sonic design from the perspectives of music theory, music perception, embodied cognition, phenomenology, soundscape studies, acoustics, new interfaces for musical expression, sound and music computing, and music information retrieval. The chapters are selected contributions from an international seminar organized to celebrate the achievements of Professor Rolf Inge Godøy at the University of Oslo. As a composer, researcher, teacher, and supervisor, Professor Godøy has been central in developing a holistic approach to sonic design, from theory to practice. This book offers a comprehensive overview of the field's current state, making it essential reading for students, practitioners, and researchers across a wide range of disciplines.

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An exciting new line of research that investigates the impact of one’s own hands on visual processing has flourished in the past several years. Specifically, several studies have demonstrated that objects near the hands receive prioritized attention, enhanced perceptual sensitivity, altered figure-ground assignment, prolonged and detail-oriented processing, and improved visual working memory. Taken together, these results demonstrate that the visual system reveals a new pattern of processing when one's hands are in proximity of viewed objects. Therefore, the vast majority of studies on visual processing, in which one's hands are kept away from the stimuli, may constitute but one side of a more complex story of the inner workings of the visual system. With several consistent behavioral demonstrations of hand-altered vision now in the literature, the present challenge facing this growing field, and the aim of this Research Topic, is four-pronged: 1) Isolate and elucidate the underlying cognitive and neural mechanisms of hand-altered vision; 2) Map the parameters and conditions of hand-nearness that permit/prevent the onset or maintenance of hand-altered vision; 3) Determine the consequences of hand-altered vision for higher-level cognition and assess its applied potential (e.g., as a neuropsychological intervention); and, 4) Present a cohesive and predictive theoretical account of hand-altered vision. We welcome submissions that fit into any one (or a combination) of the above domains. For behavioral research, we particularly encourage submissions that are relevant to the advancement of our understanding of the neural mechanisms of hand-altered vision (e.g., demonstrations that might corroborate or disconfirm proposed neural systems).

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This book reviews the training and practice of teachers from several perspectives. The scientific quality and pedagogical richness of the contributions within make this book indispensable for training and enriching teaching professionalism and is useful for teachers in service as well. The interdisciplinarity that increasingly characterizes the educational and training environment clearly emerges, offering the reader a more articulated and less monotheistic vision. This vision, which at first might be more difficult to interpret and less functional to the educational impact of the text, instead offers the opportunity to build a new interpretative key of the complex educational–didactic and educational–professional phenomenon. Trying to govern a phenomenon rich in variables is a fundamental error; to operate with awareness and conscience, the best way is to go through the complexity of the phenomena and reading this book is, in our opinion, the best cultural weapon.

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The book addresses the debate on whether the representational content of perceptual experience is conceptual or non-conceptual, by bringing out the points of comparison between Kant’s conception of intuition and the contemporary accounts of non-conceptual content, encountered in the writings of G. Evans, Ch. Peacocke, F. Dretske, T. Crane, M. G. F. Martin, and others. Following R. Aquila’s reading of Kant’s conception of representation, the author argues that intuition (Anschauung, intuitus) provides the most basic form of intentionality – pre-conceptual reference to objects, which underlies the acts of conceptualization and judgment.The book advances an interpretation of Kant’s theory of experience in the light of such questions as: Does conscious perceptual experience of objects require that subjects possess concepts of these objects? Do the contents of experience differ from the contents of beliefs or judgments? And if they do, what accounts for this difference? These questions take us to the most puzzling philosophical topic of the relation between mind and world. Anna Tomaszewska argues that this relation does not involve conceptual capacities alone but also, on the most basic level of perceptual experience, pre-cognitive “sensible intuition,” enabling relatedness to objects that remains uninformed by concepts. In a nutshell, on her interpretation, Kant can be taken to subscribe to the view that perceptual cognition does not have rational underpinnings.

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The book addresses the debate on whether the representational content of perceptual experience is conceptual or non-conceptual, by bringing out the points of comparison between Kant’s conception of intuition and the contemporary accounts of non-conceptual content, encountered in the writings of G. Evans, Ch. Peacocke, F. Dretske, T. Crane, M. G. F. Martin, and others. Following R. Aquila’s reading of Kant’s conception of representation, the author argues that intuition (Anschauung, intuitus) provides the most basic form of intentionality – pre-conceptual reference to objects, which underlies the acts of conceptualization and judgment.The book advances an interpretation of Kant’s theory of experience in the light of such questions as: Does conscious perceptual experience of objects require that subjects possess concepts of these objects? Do the contents of experience differ from the contents of beliefs or judgments? And if they do, what accounts for this difference? These questions take us to the most puzzling philosophical topic of the relation between mind and world. Anna Tomaszewska argues that this relation does not involve conceptual capacities alone but also, on the most basic level of perceptual experience, pre-cognitive “sensible intuition,” enabling relatedness to objects that remains uninformed by concepts. In a nutshell, on her interpretation, Kant can be taken to subscribe to the view that perceptual cognition does not have rational underpinnings.

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Recent evidence has shown many ways in which our bodies and the environment influence cognition. In this Research Topic we aim to develop our understanding of cognition by considering the diverse and dynamic relationship between the language we use, our bodily perceptions, and our actions and interactions in the broader environment. There are already many empirical effects illustrating the continuity of mind- body-environment: manipulating body posture influences diverse areas such as mood, hormonal responses, and perception of risk; directing attention to a particular sensory modality can affect language processing, signal detection, and memory performance; placing implicit cues in the environment can impact upon social behaviours, moral judgements, and economic decision making. This Research Topic includes papers that explore the question of how our bodies and the environment influence cognition, such as how we mentally represent the world around us, understand language, reason about abstract concepts, make judgements and decisions, and interact with objects and other people. Contributions focus on empirical, theoretical, methodological or modelling issues as well as opinion pieces or contrasting perspectives. Topic areas include, perception and action, social cognition, emotion, language processing, modality-specific representations, spatial representations, gesture, atypical embodiment, perceptual simulation, cognitive modelling and perspectives on the future of embodiment.

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Decades of brain imaging experiments have revealed important insights into the architecture of the human brain and the detailed anatomic basis for the neural dynamics supporting human cognition. However, technical restrictions of traditional brain imaging approaches including functional magnetic resonance tomography (fMRI), positron emission tomography (PET), and magnetoencephalography (MEG) severely limit participants' movements during experiments. As a consequence, our knowledge of the neural basis of human cognition is rooted in a dissociation of human cognition from what is arguably its foremost, and certainly its evolutionarily most determinant function, organizing our behavior so as to optimize its consequences in our complex, multi-scale, and ever-changing environment. The concept of natural cognition, therefore, should not be separated from our fundamental experience and role as embodied agents acting in a complex, partly unpredictable world. To gain new insights into the brain dynamics supporting natural cognition, we must overcome restrictions of traditional brain imaging technology. First, the sensors used must be lightweight and mobile to allow monitoring of brain activity during free participant movements. New hardware technology for electroencephalography (EEG) and near infrared spectroscopy (NIRS) allows recording electrical and hemodynamic brain activity while participants are freely moving. New data-driven analysis approaches must allow separation of signals arriving at the sensors from the brain and from non-brain sources (neck muscles, eyes, heart, the electrical environment, etc.). Independent component analysis (ICA) and related blind source separation methods allow separation of brain activity from non-brain activity from data recorded during experimental paradigms that stimulate natural cognition. Imaging the precisely timed, distributed brain dynamics that support all forms of our motivated actions and interactions in both laboratory and real-world settings requires new modes of data capture and of data processing. Synchronously recording participants’ motor behavior, brain activity, and other physiology, as well as their physical environment and external events may be termed mobile brain/body imaging ('MoBI'). Joint multi-stream analysis of recorded MoBI data is a major conceptual, mathematical, and data processing challenge. This Research Topic is one result of the first international MoBI meeting in Delmenhorst Germany in September 2013. During an intense workshop researchers from all over the world presented their projects and discussed new technological developments and challenges of this new imaging approach. Several of the presentations are compiled in this Research Topic that we hope may inspire new research using the MoBI paradigm to investigate natural cognition by recording and analyzing the brain dynamics and behavior of participants performing a wide range of naturally motivated actions and interactions.

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From the moment of birth, humans and animals are immersed in time: all experiences and actions evolve in time and are dynamically structured. The perception of time is thus a capacity indispensable for the control of perception, cognition and action. The last 10 years have witnessed a remarkable resurgence of interest in timing and time perception, with a continuously increasing number of researchers exploring these innate abilities. However, existing robotic systems largely neglect the key role of time in cognition and action. This is a major barrier for accomplishing the long-term goal of symbiotic human-robot interaction. The critical question is: how is time instantiated in a biological system and how can it be implemented in an artificial system? Recent years have for example seen an increasing focus on the relationship between affective states and the experience of time. The influence of affective states on subjective time seems to depend on the embodiment of emotions: intertwined affective and interoceptive states may create our subjective experience of time. Since robotic systems are in essence embodied information-processing systems that interact with the real world, we hope to inspire a reciprocal exchange of ideas between the field of Robotics and the Cognitive Neurosciences. In this research topic, we call researchers from different disciplines (Robotics, Neurosciences, and Psychology) to present their empirical work, their models or reviews on the question of how time judgments are instantiated in biological and artificial systems. Of particular interest are papers on time perception in humans and animals, with a focused interest on embodied time perception, i.e. the influence of affective and body states on time judgments. Moreover, the present Research Topic seeks to gather papers discussing the key role of time on different aspects of robotic cognition as well as modeling approaches. We are interested in paving the way for a new generation of intelligent computational systems that incorporate the sense of time in their processing loop and thus accomplish more efficient and more advanced cognitive capacities.

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Organisms are equipped with value systems that signal the salience of environmental cues to their nervous system, causing a change in the nervous system that results in modification of their behavior. These systems are necessary for an organism to adapt its behavior when an important environmental event occurs. A value system constitutes a basic assumption of what is good and bad for an agent. These value systems have been effectively used in robotic systems to shape behavior. For example, many robots have used models of the dopaminergic system to reinforce behavior that leads to rewards. Other modulatory systems that shape behavior are acetylcholine’s effect on attention, norepinephrine’s effect on vigilance, and serotonin’s effect on impulsiveness, mood, and risk. Moreover, hormonal systems such as oxytocin and its effect on trust constitute as a value system. This book presents current research involving neurobiologically inspired robots whose behavior is: 1) Shaped by value and reward learning, 2) adapted through interaction with the environment, and 3) shaped by extracting value from the environment.

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In the computer sciences, virtual reality (VR) is usually described as a set of fancy technologies. However, in medicine and neuroscience, VR is instead defined as an advanced form of human–computer interface that allows the user to interact with and become present in a computer-generated environment. The sense of presence offered by VR makes it a powerful tool for personal change because it offers a world where the individual can stay and live a specific experience. For this reason, the use of VR in mental health shows promise: different types of research support its clinical efficacy for conditions including anxiety disorders, stress-related disorders, obesity and eating disorders, pain management, addiction, and schizophrenia. However, more research is needed to transform VR according to a clinical standard for mental health. This Special Issue aims to present the most recent advances in the mental health applications of VR, as well as their implications for future patient care.

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In recent years, work surrounding theories of embodiment and the role of the putative mirror neuron system (MNS) in humans has gained considerable attention. If humans have developed a net-work of neurons that fire in response to other beings’ actions, as has been shown in macaques, this system could have vast implications for all kinds of cognitive processes unique to humans, such as language, learning, empathy and communication in general. The goal of tapping into and understanding such a system is a fascinating yet challenging one. One form of embodiment - embodied linguistics - suggests that the way we process linguistic information is linked to our physical experience of the concept conveyed by each word. The interaction between these cognitive systems (i.e., language and motor processing) may occur thanks to the firing of neurons making up the MNS. The possible interdependence between different cognitive systems has implications for healthy as well as pathological profiles, and in fact, work in recent years has also explored the role of ‘embodiment’ and/or the MNS in clinical populations such as stroke, Parkinson’s Disease, Alzheimer’s Disease, and Autism, among others. Research on embodiment and/or the MNS has been approached with a number of different methodologies, but the results obtained with these different methodologies have not been entirely consistent, generating doubts regarding the theories. The question has been raised as to what this line of inquiry can gain from the types of evidence contributed by functional neuroimaging methods carried out with healthy volunteers versus behavioral or lesion-symptom mapping methods employed with neurologically-compromised individuals. Of particular interest are the clinical applications of this line of research. If indeed a system exists which reflects a tight link between, for example, the human language and motor systems, then the obvious challenge is to tap into this system to create useful therapies that can provide rehabilitation where damage has occurred. This Research Topic brought together work conducted with healthy and patient populations using several behavioral and imaging techniques, as well as insightful commentaries and opinion pieces. We believe the combined work of the participating authors is an important contribution to this intriguing line of research and an excellent point of reference for future work.

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