Cognitive scientists have long been fascinated with this phenomenon.

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From the 1940s through the 1970s, there were serious efforts made by cognitive scientists, sociologists, and technologists to understand the nature of mediated communications and their consequences, and to develop theories thereof.

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Cognitive scientists and child psychologists have determined that children develop a complex conceptual structure, a sort of mental taxonomy of the world around them, which they use to order and define objects when they see them.

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In the past decade, cognitive scientists have begun to measure not just how people talk, but also how they think, asking whether our understanding of even such fundamental domains of experience as space, time and causality could be constructed by language.

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Some of the studies have been highly cited and widely publicized: one, by cognitive scientists Daphne Bavelier and Shawn Green of the University of Rochester in New York, published in Nature in 2003 2, has been cited more than 650 times, and was widely reported by the media as showing that video games boost visual skills.

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To see how their cognitive skills compare, scientists present both species with identical problems, treating them exactly the same.

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According to Norah Rudin, a forensic-DNA consultant in Mountain View, California, forensic scientists are beginning to accept that cognitive bias exists, but there is still a lot of resistance to the idea, because examiners take the criticism personally and feel they are being accused of doing bad science.

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