Although emotion may subserve social function, as with anger-maintaining dominance, emotions are more than variant cognitions. Anger promotes risk-taking, attention-narrowing, and cognitive impairment. The proposition that appraised “blameworthiness” is necessary for anger excludes young children's anger as well as adults' pain-induced anger. To be complete, any systems model of anger must account for its temporal characteristics, including escalation and persistence.

Considered in relation to the component brain systems of appraisal-emotion interactions, dynamical systems theory blurs the divisions that seem obvious in a psychological analysis, such as between arousal, emotion, and appraisal. At the same time, the component brain mechanisms can themselves be seen to be incomplete as units of analysis, making sense only in the context of the whole organism.

With respect to De Dreu and Gross's article, we comment on the psychological functions for attack and defense, focusing on associations between individual differences in psychopathic personality traits and the behavioral patterns observed in attack-defense conflicts. We highlight the dimensional nature of psychopathy and formulate hypothetical associations between distinct traits, their different behavioral outcomes, and associated brain mechanisms.

Various annoyingly incorrect statements of Stoffregen & Bardy are corrected, for example, that perception researchers commonly use the term “absolute motion” to denote motion without any frame of reference, confuse earth-relative and gravity-relative motion, err with respect to the frame of reference implied by their subject is motion responses, believe in sense specific motion percepts, and do not investigate sensory interactions at neurophysiological levels. In addition, much of the target article seems to concern metaphysics rather than empirical science.

I argue that a dynamical framing of the emulation theory of representation may be at odds with its articulation in Grush's information-processing terms. An architectural constraint implicit in the emulation theory may have consequences not envisaged in the target article. In my view, “how the emulator manages to implement the forward mapping” is pivotal with regard to whether we have an emulation theory of representation, as opposed to an emulation theory of (mere) applied forces.

Culture-led gene-culture coevolution is a framework within which substantive explanations of human evolution must be located. It is not itself an explanation. Explanations depend on such concrete historical evolutionary factors such as the control of fire, collective child-rearing, lethal weapon technology, altruistic cooperation and punishment, and the mastery of complex collaboration protocols leading to an effective division of social labor.

Kinematic properties of reaching movements reflect constraints imposed on the joint angles. Contemporary models present solutions to the redundancy problem by a pseudoinverse procedure (Whitney 1969) or without any inversion (Berkenblit et al. 1986). Feldman & Levin suggest a procedure based on a regular inversion. These procedures are considered as an outcome of a more general approach.

Patients with physical symptoms for which no organic cause can be found are distributed along a continuum of disease simulation that ranges from a sincere belief of having a serious disease to intentional presentation of false symptoms. The evolutionary hypothesis that self-deception improves the deception of others can explain such a combination of unconscious and intentional production of physical symptoms.

Heyes asks whether cultural learning mechanisms are cognitive instincts or cognitive gadgets. I argue that imitation does not fall into either category. Instead, its acquisition is promoted by its value in social interactions, which is evident across phylogeny and ontogeny and does not depend on the role of imitation in cultural learning.

The propositional nature of human associative learning is strongly supported by studies of trace eyeblink and fear conditioning, in which awareness of the contingency of a conditioned stimulus upon an unconditioned stimulus is a prerequisite for successful learning. Studies of animal lesion and human imaging suggest that the hippocampus is critical for establishing functional connections between awareness and trace conditioning.

Atran's account of cultural transmission can be further refined by considering constraints from early-developed, domain-specific intuitive ontological understanding. These suggest specific predictions about the cultural survival of “memes,” depending on the way they activate intuitive understanding. There is no general dynamic of cultural inheritance; only complex predictions for domain-specific competencies that cut across cultural domains.

Focus on the way in which cultural variants affect other variants' probabilities of transmission in modeling and empirical work can enrich Kline's conceptualization of teaching. For example, the problem of communicating complex cumulative culture is an adaptive problem; teaching methods that manage transmission so that acquisition of some cultural variants increases the probability of acquiring others, provide a partial solution.

The proposition that feedback is never necessary in speech recognition is examined for utterances consisting of sequences of words. In running speech the features near word boundaries are often modified according to language-dependent rules. Application of these rules during word recognition requires top-down processing. Because isolated words are not usually modified by rules, their recognition could be achieved by bottom-up processing only.