The new cognitive neuroscience has pushed forward the idea
that advances in studying the mind
scientifically will emerge by integrating behavioral studies, computer
simulations, and neuroscience. Although such an interdisciplinary endeavor
provides great opportunity and potential for discoveries, it is very tricky and
has many pitfalls. It is not obvious how computers can provide insight to
understanding cognition. There are questions surrounding their biological plausibility, and how they can
be used to learn about higher cognitive
The advances in the attempts to study the mind scientifically have also brought about new insights into classic philosophical debates and have raised new philosophical issues. For example, the parallel distributed processing computational approach (i.e., neural networks and connectionism) may suggest a unique way of conceptualizing cognition which can revolutionize cognitive science. This computational approach emerges from a radically different philosophical outlook, one which is laid out by Wittgenstein. Technology is also affecting and changing the nature of cognition (see this link too).
Dror, I. E. & Harnad, S. (in press). Offloading cognition onto cognitive technology. In Itiel E. Dror & Stevan Harnad (eds.), Distributed Cognition: How Cognitive Technology Extends Our Minds. John Benjamins, Amsterdam.
Dascal, M. & Dror,
Dror, I.E. (2005). Perception is far from perfection: The role of the brain and mind in constructing realities. Brain and Behavioural Sciences 28 (6), 763. [abstract]
Harnad, S. & Dror, I.E. (2006). Distributed Cognition. Pragmatics & Cognition, 14 (2), 209-123.
Dror, I. E. (in preparation). Connectionist computational modelling: The myth of mentalistic rule-following
Dror, I. E. (1994). Neural network models as tools for understanding high-level cognition: Developing paradigms for cognitive interpretation of neural network models. In M. C. Mozer, P. Smolensky, D. S. Touretzky, J. L. Elman, & A. S. Weigend (Eds.), Proceedings of the 1993 Connectionist Models Summer School, (pp. 87-94).