Instruct: Given a question, retrieve relevant documents that can help answer the question.
Query: When was the field of Cognitive Science develop?
Simply put: Cognitive Science is the interdisciplinary study of cognition in humans, animals, and machines. It encompasses the traditional disciplines of psychology, computer science, neuroscience, anthropology, linguistics and philosophy. The goal of cognitive science is to understand the principles of intelligence with the hope that this will lead to better comprehension of the mind and of learning and to develop intelligent devices. The cognitive sciences began as an intellectual movement in the 1950s often referred to as the cognitive revolution.
The Cognitive Science Society is a professional society for the interdisciplinary field of cognitive science. It brings together researchers from many fields who hold the common goal of understanding the nature of the human mind. The society promotes scientific interchange among researchers in disciplines comprising the field of cognitive science, including artificial intelligence, linguistics, anthropology, psychology, neuroscience, philosophy, and education. The Society is a member of the Federation of Associations in Brain & Behavioral Sciences.
Cognitive science is an interdisciplinary field with contributors from various fields, including psychology, neuroscience, linguistics, philosophy of mind, computer science, anthropology and biology. Cognitive scientists work collectively in hope of understanding the mind and its interactions with the surrounding world much like other sciences do. The field regards itself as compatible with the physical sciences and uses the scientific method as well as simulation or modeling, often comparing the output of models with aspects of human cognition. Similarly to the field of psychology, there is some doubt whether there is a unified cognitive science, which have led some researchers to prefer 'cognitive sciences' in plural.[6][7]
Cognitive science of religion is the study of religious thought and behavior from the perspective of the cognitive and evolutionary sciences. The field employs methods and theories from a very broad range of disciplines, including: cognitive psychology, evolutionary psychology, cognitive anthropology, artificial intelligence, cognitive neuroscience, neurobiology, zoology, and ethology. Scholars in this field seek to explain how human minds acquire, generate, and transmit religious thoughts, practices, and schemas by means of ordinary cognitive capacities.
Cognitive science has given rise to models of human cognitive bias and risk perception, and has been influential in the development of behavioral finance, part of economics. It has also given rise to a new theory of the philosophy of mathematics, and many theories of artificial intelligence, persuasion and coercion. It has made its presence known in the philosophy of language and epistemology as well as constituting a substantial wing of modern linguistics. Fields of cognitive science have been influential in understanding the brain's particular functional systems (and functional deficits) ranging from speech production to auditory processing and visual perception. It has made progress in understanding how damage to particular areas of the brain affect cognition, and it has helped to uncover the root causes and results of specific dysfunction, such as dyslexia, anopia, and hemispatial neglect.
Cognitive semiotics is the study model of meaning-making, applying methods and theories from semiotics, linguistics, psychology, cognitive science, computational modeling, anthropology, philosophy and other sciences. Contrary to classical cognitive science, cognitive semiotics is explicitly involved with questions of meaning, having recourse, when possible, to semiotic terminology, although developing it when necessary. As against classical semiotics, cognitive semiotics aims to incorporate the results of other sciences, using methods ranging from conceptual and textual analysis as well as experimental and ethnographic investigations.
Cognitive science of religion is the study of religious thought and behavior from the perspective of the cognitive and evolutionary sciences. The field employs methods and theories from a very broad range of disciplines, including: cognitive psychology, evolutionary psychology, cognitive anthropology, artificial intelligence, neurotheology, developmental psychology, and archaeology. Scholars in this field seek to explain how human minds acquire, generate, and transmit religious thoughts, practices, and schemas by means of ordinary cognitive capacities.
Affective science Cognitive anthropology Cognitive biology Cognitive ethology Cognitive linguistics Cognitive neuropsychology Cognitive neuroscience Cognitive psychology Cognitive science of religion Computational neuroscience Computational-representational understanding of mind Concept mining Decision field theory Decision theory Dynamicism Educational neuroscience Educational psychology Embodied cognition Embodied cognitive science Enactivism Epistemology Heterophenomenology Human Cognome Project Human–computer interaction Indiana Archives of Cognitive Science Informatics (academic field) List of cognitive scientists Malleable intelligence Neural Darwinism Noogenesis Personal information management (PIM) Quantum cognition Simulated consciousness Situated cognition Society of Mind theory Spatial cognition Speech-language pathology
Spatial–temporal reasoning is an area of artificial intelligence which draws from the fields of computer science, cognitive science, and cognitive psychology. The theoretic goal—on the cognitive side—involves representing and reasoning spatial-temporal knowledge in mind. The applied goal—on the computing side—involves developing high-level control systems of robots for navigating and understanding time and space. 
The European Society for the Cognitive Sciences of Music (ESCOM) is an international non-profit learned society which aims to support theoretical, experimental, and applied research in the cognitive sciences of music. The society disseminates knowledge of music perception and cognition, and encourages European and international cooperation within the field of cognitive sciences of music. 
The main research focus of the Institute is on the fields of protein science and brain & cognitive sciences. The Institute has two National Key Laboratories—"The National Laboratory of Biomacromolecules" and "The State Laboratory of Brain and Cognitive Sciences". Establishment of the National Laboratory of Protein Science was given approval by China's Ministry of Science and Technology (MOST) in December 2006. Research in the field of protein science emphasizes the following areas: 3D-structure and function of proteins, bio-membranes and membrane proteins, protein translation and folding, protein interaction networks, the molecular basis of infection and immunity, the molecular basis of sensation and cognition, protein and peptide drugs, and new techniques and methods in protein science research. Research areas in brain and cognitive sciences include neural processes and mechanisms in complex cognition, expression of visual perception and attention, neural mechanisms of perceptional information processing, and dysfunction in brain cognition.
Modern augmented cognition began to emerge in the early 2000s. Advances in cognitive, behavioral, and neurological sciences during the 1990s set the stage for the emerging field of augmented cognition – this period has been termed the "Decade of the Brain." Major advancements in functional magnetic resonance imaging (fMRI) and electroencephalography (EEG) have been pivotal in the emergence of augmented cognition technologies which seek to monitor the user's cognitive abilities. As these tools were primarily used in controlled environments, their further development was essential to pragmatic augmented cognition applications.
Scientific investigation in this field has its origin in the first half of the 20th century, an early and influential theory in this field is Jean Piaget's Theory of cognitive development. Since Piaget's contribution to the field, infant cognitive development and methods for its investigation have advanced considerably, with numerous psychologists investigating different areas of cognitive development including memory, language and perception, coming up with various theories—for example Neo-Piagetian theories of cognitive development.
Cognitive hearing science is an interdisciplinary science field concerned with the physiological and cognitive basis of hearing and its interplay with signal processing in hearing aids. The field includes genetics, physiology, medical and technical audiology, cognitive neuroscience, cognitive psychology, linguistics and social psychology.
David Klahr (born 1939) is an American psychologist whose research ranges across the fields of cognitive development, psychology of science, and educational psychology and has been a professor at Carnegie Mellon University since 1969. He is the Walter van Dyke Bingham Professor of Cognitive Development and Education Sciences at Carnegie Mellon University and a member of the National Academy of Education, a Fellow of the American Psychological Association, a Charter Fellow of the Association for Psychological Science, on the Governing Board of the Cognitive Development Society, a Member of the Society for Research in Child Development, and the Cognitive Science Society. He was an Associate Editor of Developmental Psychology and has served on the editorial boards of several cognitive science journals, as well as on the National Science Foundation's subcommittee on Memory and Cognitive Processes, and the National Institutes of Health's Human Development and Aging Study Section.
The Indiana Archives of Cognitive Science (IACS) is an online information portal providing information about the field of cognitive science. The purpose of IACS is to promote the study of cognitive science at the undergraduate level. The site provides information about history, current research trends, and career opportunities associated in cognitive science.
The cognitive revolution was an intellectual movement that began in the 1950s as an interdisciplinary study of the mind and its processes, which became known collectively as cognitive science. The relevant areas of interchange were between the fields of psychology, anthropology, and linguistics using approaches developed within the then-nascent fields of artificial intelligence, computer science, and neuroscience. A key goal of early cognitive psychology was to apply the scientific method to the study of human cognition by designing experiments that used computational models of artificial intelligence to systematically test theories about human mental processes in a controlled laboratory setting.
The processes are analyzed from different perspectives within different contexts, notably in the fields of linguistics, anesthesia, neuroscience, psychiatry, psychology, education, philosophy, anthropology, biology, systemics, logic, and computer science. These and other different approaches to the analysis of cognition are synthesised in the developing field of cognitive science, a progressively autonomous academic discipline.
Jerome R. Busemeyer is a Distinguished Professor at Indiana University - Bloomington in the Department of Psychological & Brain Sciences and Cognitive Science Program . His research investigates the cognitive processes and dynamics of human judgment and decision making using mathematical modeling. He is one of the developers of a theory of decision making called decision field theory.. He is also helped develop the field of quantum cognition. He has authored several books and hundreds of articles over the course of his career. 
The field of cognitive ergonomics emerged predominantly in the 70's with the advent of the personal computer and new developments in the fields of cognitive psychology and artificial intelligence. CE contrasts the tradition of physical ergonomics because "cognitive ergonomics is...the application of psychology to work...to achieve the optimization between people and their work." Viewed as an applied science, the methods involved with creating cognitive ergonomic design have changed with the rapid development in technological advances over the last 27 years. In the 80's, there was a worldwide transition in the methodological approach to design. According to van der Veer, Enid Mumford was one of the pioneers of interactive systems engineering, and advocated the notion of user-centered design, wherein the user is considered and "included in all phases of the design".
Since 2000, cognitive science of religion has grown, similarly to other approaches that apply evolutionary thinking to sociological phenomena. Each year more researchers become involved in the field, with theoretical and empirical developments proceeding at a very rapid pace. The field remains somewhat loosely defined, bringing together as it does researchers who come from a variety of different traditions. Much of the cohesion in the field comes not from shared detailed theoretical commitments but from a general willingness to view religion in cognitive and evolutionary terms as well as from the willingness to engage with the work of the others developing this field. A vital role in bringing together researchers is played by the International Association for the Cognitive Science of Religion, formed in 2006.
Below are some of the main topics that cognitive science is concerned with. This is not an exhaustive list. See List of cognitive science topics for a list of various aspects of the field.
The Cognitive Theory of Inquiry Teaching, also referred to as the Cognitive Theory of Interactive Teaching, was developed by Allan Collins and Albert L. Stevens (Collins & Stevens, 1981). Allan Collins was a chief scientist at Bolt Beranek and Newman Inc., a research firm in Cambridge Massachusetts. He is also a specialist in the field of cognitive science and human semantic processing. Albert L. Stevens was a senior scientist at Bolt Beranek and Newman Inc. He was also director of the company's Artificial Intelligence, Education Technology and Training Systems Division. He is also a specialist in cognitive science. (Reigeluth, 1983)
The Cognitive Theory of Inquiry Teaching according to Collins and Stevens (1981) requires the learner to construct theories and principles through dialogue, the teaching of self-questioning techniques and the teaching of metacognitive or self-monitoring skills, all with the intent of clarifying misconceptions so the theory or principle is well articulated and developed. The essence of the cognitive theory of Inquiry teaching is that of developing students' metacognitive skills. Inquiry teaching deliberately attempts to develop these stills through instruction.
Cognitive ethology unites the fields of cognitive science and ethology (the study of animal behaviors), the latter described by Niko Tinbergen as "observing animals under more-or-less natural conditions, with the objective of understanding the evolution, adaptation (function), causation, and development of the species-specific behavioral repertoire", cognitive ethology. In keeping with cognitive sciences in general, cognitive ethology focuses on cognitive processing rather than more holistic conceptualizations that trans-species psychology embodies with its roots in depth psychology, including emotional, spiritual, and social experiences of an animal (human-inclusive). Trans-species psychology considers the entire realm of psyche, including subjective experience. It extends the scope of other fields such as affective neuroscience and neuropsychology, moral neuroethology, and neuropsychoanalysis to include other species.
Augmented cognition is an interdisciplinary area of psychology and engineering, attracting researchers from the more traditional fields of human-computer interaction, psychology, ergonomics and neuroscience. Augmented cognition research generally focuses on tasks and environments where human-computer interaction and interfaces already exist. Developers, leveraging the tools and findings of neuroscience, aim to develop applications which capture the human user's cognitive state in order to drive real-time computer systems. In doing so, these systems are able to provide operational data specifically targeted for the user in a given context. Three major areas of research in the field are: Cognitive State Assessment (CSA), Mitigation Strategies (MS), and Robust Controllers (RC). A subfield of the science, Augmented Social Cognition, endeavours to enhance the "ability of a group of people to remember, think, and reason."