This journal covers major topics related to cognition, culture, and brain and the interface of those broad subjects, publishing articles that probe cognitive processes such as attention, perception, language, memory, and decision making as well as current trends in anthropology, education, and artificial intelligence.
Emphasis is placed on the cognitive prerequisites and consequences of bi-, tri- and multilingualism in different cultures; literacy; poverty; socioeconomic status; and culture on cognition.
The coverage encompasses all major research areas of cognitive science, including Psychology, Cognitive neuroscience, Linguistics, Computational modeling, Anthropology, Education, Evolutionary/genetic approaches, Philosophy of mind, Artificial intelligence and more.
International in scope, the journal presents research articles that seek rigorous answers to its core themes, and thought-provoking theoretical articles that challenge prevailing views and explore new directions.
The journal is associated with the Society for the Cognitive Science of Culture (SCSC): https://culturalbrain.org/scsc/
- Covers major topics related to cognition, culture, and brain and the interface of those broad subjects
- Spans major research areas of cognitive science, including Psychology, Cognitive neuroscience, Linguistics, Computational modeling, Anthropology and more
- Presents both rigorous research articles, and thought-provoking theoretical articles
- Falk Huettig,
- Ramesh Mishra,
- Prakash Padakannaya
- Publishing model
- Hybrid. Learn about publishing OA with us
- 76 days
- Submission to first decision
- 179 days
- Submission to acceptance
- 6,257 (2019)
Comparing bilingual and monolingual performance on the attention network test: meta-analysis of a literature inspired by Albert Costa
Authors (first, second and last of 5)
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Mila Dimitrova Vulchanova, Department of Language and Literature, Faculty of Humanities, Norwegian University of Science and Technology, Norway.
Valentin Vulchanov, Department of Language and Literature, Faculty of Humanities, Norwegian University of Science and Technology, Norway.
Melissa Allen, Centre for Psychological Approaches for Studying Education, University of Bristol, UK.
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