ABSTRACT
The study of cognition has recently experienced a spurt of interdisciplinary efforts, as evidenced by the growth of cognitive science, cognitive ethology and cognitive neuroscience. Benefits, such as different perspectives on old problems, the definition of new problems, and the development of new techniques, are the subject of much discussion. Less openly considered are the initial linguistic and conceptual difficulties which plague interdisciplinary efforts and the very real problems associated with the transfer of techniques and ideas to new domains.
