1. "Okay," thinks Ben. "According to the textbook, cognition involves the 'intellectual processes' we use to get, transform, store, retrieve, and use information. This seems pretty broad. I wonder if it would be easier for me to grasp if I could do some experiments to see what cognitive researchers actually study." He can have fun doing several experiments at the University of California, Irvine's website that deal with a valuable aspect of cognition—decision-making; He can also learn how to use fifty different strategies for problem-solving at the website of John Malouff, Ph.D., J.D. University of New England:

2. "Again we're faced with the influences of nature and nurture—this time with respect to intelligence and other cognitive processes," comments Annette. "I really want to understand this." A wonderful place to begin is at "Nature vs Nurture in Intelligence," a site that goes in depth on this debate:

3. Susan is passionately interested in the effects of early environments on children's intellectual development. She wants to learn all she can. There are many excellent websites for her to explore, expand her search, and get involved. Two of these are Connect for Kids, a child advocacy organization and the Child Watch® Columns written by Marian Wright Edelman of the Children's Defense Fund.

4. Cora Lee didn't realize there were so many different types of "intelligence" and so much controversy involved in this field. She can learn about the broad issues by going to Brain Connection to read how twin studies help us understand the cognitive processes, and while she's there she can also check out links to related topics like emotional intelligence and multiple intelligences. At Indiana University's "Human Intelligence" site she can "meet" the people who have influenced the study of intelligence from the time of the ancient Greeks, find out more about intelligence testing, and read in-depth articles about current controversies related to human intelligence. One more controversy she can check out is the role of culture in expressions of intelligence, which she can find at the APA Online site:

5. "I'm not really into the 'touchy-feely' stuff of environmental influences on cognition. I want to know about the biological basis of intelligence," complained Eric. His professor replied, "Probably the perfect place for you to begin, then, is the Center for the Neural Basis of Cognition. This joint project of the University of Pittsburgh and Carnegie Mellon offers lots of information. Their faculty includes researchers investigating normal processes as well as disorders of cognition, and many of the researchers are interested in learning and development. Check them out":

6. "Do you really think that animals can talk?" asked Marcia. "Are you kidding! Of course, they can—haven't you read National Geographic or watched The Discovery Channel?" retorted Sandy. They decide to check out some weblinks to learn more about research in animal language. They can begin by going to Georgia State University's Language Research Center to find out about the research being conducted with nonhuman primates, and to The Gorilla Foundation to learn more about Dr. Penny (Francine) Patterson's gorilla, Koko. If they have time (almost 20 minutes), they can watch a video of Professor Susan Savage-Rumbaugh as she talks about what humans can learn from bonobos.

7. "Do you think that one day robots will be able to think exactly the humans do?" asked Riva. "Scary thought—I hope not!" responded Sherman. An interesting article that sheds light on whether robots or other computers will soon think as we do by Peter Kassan is titled "Skeptic: Extraordinary Claims, Revolutionary Ideas, and the Promotion of Science":