situations in which it maximizes its learning progress. This drive makes the robot focus on situations which are neither too predictable nor too unpredictable, thus permitting autonomous mental development. The complexity of the robot’s activities autonomously increases and complex developmental sequences

How does one create an intelligent machine? This problem has proven difficult. Over the past several decades, scientists have taken one of three approaches: In the first, which is knowledge-based, an intelligent machine in a laboratory is directly programmed to perform a given task. In a second, learning-based approach, a computer is "spoon-fed " human-edited sensory data while the machine is controlled by a task-specific learning program. Finally, by a "genetic search, " robots have evolved through generations by the principle of survival of the fittest, mostly in a computer-simulated virtual world. Although notable, none of these is powerful enough to lead to machines having the complex, diverse, and highly integrated capabilities of an adult brain, such as vision, speech, and language. Nevertheless, these traditional approaches

Grant CA 36409, and Research Scientist Development Award MH 00311 from the National Institute of Mental Health to Shelley E. Taylor. Jonathon D. Brown was supported by a University of California, Los Angeles, Chancellor's fellowship and by a Southern Methodist University new-faculty seed grant. We

Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theo~ has focused on the social-contextual conditions that facilitate versus

We use a new model of metarepresentational development to predict a cognitive deficit which could explain a crucial component of the social impairment in childhood autism. One of the manifestations of a basic metarepresentational ca-pacity is a ‘theory of mind’. We have reason to believe

, developed by Bowlby, Ainsworth, and others to explain the development of affectional bonds in infancy, were translated into terms appropriate to adult romantic love. The translation centered on the three major styles of attachment in infancy--secure, avoidant, and anxious/ambivalent--and on the notion

of emotions, behavioral disengagement, mental disengagement). Study 1 reports the development of scale items. Study 2 reports correlations between the various coping scales and sev-eral theoretically relevant personality measures in an effort to provide preliminary information about the inventory

to a paragraph from a psycho-logical research report, and methods for the empirical testing of the model are developed. The main goal of this article is to describe the system of mental operations that underlie the processes occurring in text comprehension and in the production of recall

In learning their native language, children develop a remarkable set of capabilities. They acquire knowledge and skills that enable them to produce and comprehend an indefinite number of novel utterances, and to make quite subtle judgments about certain of their properties. The major goal

Diploid cells of budding yeast produce haploid cells through the develop-mental program of sporulation, which consists of meiosis and spore morphogenesis. DNA microarrays containing nearly every yeast gene were used to assay changes in gene expression during sporulation. At least seven distinct