We recently performed cognitive experiments on conjunctions and negations of two concepts with the aim of investigating the combination problem of concepts. Our experiments confirmed the deviations (conceptual vagueness, underextension, overextension etc.) from the rules of classical (fuzzy) logic and probability theory observed by several scholars in concept theory, while our data were successfully modelled in a quantum-theoretic framework developed by ourselves. In this paper, we isolate a new, very stable and systematic pattern of violation of classicality that occurs in concept combinations. In addition, the strength and regularity of this non-classical effect leads us to believe that it occurs at a more fundamental level than the deviations observed up to now. It is our opinion that we have identified a deep non-classical mechanism determining not only how concepts are combined but, rather, how they are formed. We show that this effect can be faithfully modelled in a two-sector Fock space structure, and that it can be exactly explained by assuming that human thought is the superposition of two processes, a ‘logical reasoning’, guided by ‘logic’, and a ‘conceptual reasoning’, guided by ‘emergence’, and that the latter generally prevails over the former. All these findings provide new fundamental support to our quantum-theoretic approach to human cognition.

We provide a general description of the phenomenon of entanglement in bipartite systems, as it manifests in micro and macro physical systems, as well as in human cognitive processes. We do so by observing that when genuine coincidence measurements are considered, the violation of the ‘marginal laws’, in addition to the Bell-CHSH inequality, is also to be expected. The situation can be described in the quantum formalism by considering the presence of entanglement not only at the level of the states, but also at the level of the measurements. However, at the “local” level of a specific joint measurement, a description where entanglement is only incorporated in the state remains always possible, by adopting a fine-tuned tensor product representation. But contextual tensor product representations should only be considered when there are good reasons to describe the outcome-states as (non-entangled) product states. This will not in general be true, hence, the entanglement resource will have to generally be allocated both in the states and in the measurements. In view of the numerous violations of the marginal laws observed in physics’ laboratories, it remains unclear to date if entanglement in micro-physical systems is to be understood only as an ‘entanglement of the states’, or also as an ‘entanglement of the measurements’. But even if measurements would also be entangled, the corresponding violation of the marginal laws (also called ‘no-signaling conditions’) would not for this imply that a superluminal communication would be possible.

We analyze in this paper the data collected in a set of experiments investigating how people combine natural concepts. We study the mutual influence of conceptual conjunction and negation by measuring the membership weights of a list of exemplars with respect to two concepts, e.g., {\it Fruits} and {\it Vegetables}, and their conjunction {\it Fruits And Vegetables}, but also their conjunction when one or both concepts are negated, namely, {\it Fruits And Not Vegetables}, {\it Not Fruits And Vegetables} and {\it Not Fruits And Not Vegetables}. Our findings sharpen and advance existing analysis on conceptual combinations, revealing systematic deviations from classical (fuzzy set) logic and probability theory. And, more important, our results give further considerable evidence to the validity of our quantum-theoretic framework for the combination of two concepts. Indeed, the representation of conceptual negation naturally arises from the general assumptions of our two-sector Fock space model, and this representation faithfully agrees with the collected data. In addition, we find a new significant and a priori unexpected deviation from classicality, which can exactly be explained by assuming that human reasoning is the superposition of an `emergent reasoning' and a `logical reasoning', and that these two processes are represented in a Fock space algebraic structure.

How can we explain the strange behavior of quantum and relativistic entities? Why do they behave in ways that defy our intuition about how physical entities should behave, considering our ordinary experience of the world around us? In this article, we address these questions by showing that the comportment of quantum and relativistic entities is not that strange after all, if we only consider what their nature might possibly be: not an objectual one, but a conceptual one. This not in the sense that quantum and relativistic entities would be human concepts, but in the sense that they would share with the latter a same conceptual nature, similarly to how electromagnetic and sound waves, although very different entities, can share a same undulatory nature. When this hypothesis is adopted, i.e., when a conceptuality interpretation about the deep nature of physical entities is taken seriously, many of the interpretational difficulties disappear and our physical world is back making sense, though our view of it becomes radically different from what our classical prejudice made us believe in the first place.

STEM and STEAM education promotes the integration between science, technology, engineering, mathematics, and the arts. The latter aims at favoring deep and collaborative learning on students, through curricular integration in K-12 science education. The enactive and ecological psychology approach to education puts attention on the role of the teacher, learning context and socio-cultural environment in shaping lived learning experiences. The approach describes education as a process of embodied cognitive assemblage of guided perception and action. The latter process depends on the interaction of learners with digital and/or analogue learning affordances existing within the socio-technological environment. This article proposes that the scope of an enactive-ecological approach can be extended to the domain of learning science, technology, engineering, arts, and mathematics (STEAM), especially when it comes to understanding deep roots of the learning process. We first present an exhaustive literature review regarding the foundations of both the enactive and the ecological learning theories, along with their differences and key similarities. We then describe the fundamentals and latest research advances of an integrated STEAM pedagogy, followed by the notion of mixed reality (XR) as an emerging educational technology approach, offering an understanding of its current foundations and general disposition on how to understand digital immersion from ecological psychology. Next, we propose a systems theoretical approach to integrate the enactive-ecological approach in STEAM pedagogy, framed in the Santiago school of cognition attending to the interactive dynamics occurring between learners and their interaction with learning affordances existing within their educational medium, establishing that sensorimotor contingencies and attentional anchors are important to restrict sensory variety and stabilize learning concepts. Finally, we consider two empirical studies, one from Chile and the other from New Zealand, in which we demonstrate how the enactive-ecological approach built upon a systems theory perspective can contribute to understanding the roots of STEAM learning and inform its learning design.

We present a cognitive psychology experiment where participants were asked to select pairs of spatial directions that they considered to be the best example of Two different wind directions. Data are shown to violate the CHSH version of Bell’s inequality with the same magnitude as in typical Bell-test experiments with entangled spins. Wind directions thus appear to be conceptual entities connected through meaning, in human cognition, in a similar way as spins appear to be entangled in experiments conducted in physics laboratories. This is the first part of a two-part article. In the second part (Aerts et al. in Found Sci, 2017) we present a symmetrized version of the same experiment for which we provide a quantum modeling of the collected data in Hilbert space.