The Institute supports and encourages a number of activities in the area of cognitive science. The guidelines the Institute encourages its members to apply to structure their research activities and projects are presented in research orientations. The lectures section announces and publishes links to the lectures and public presentations that the Institute supports or organizes. Partners and collaborative projects lists the various organizations that members of the Institute belong to.

Four research clusters have been defined that create links between, and structure, the members’ research programs. Coordinating activities in dynamic clusters also favors the recruitment of students and ensures that they receive an integrated education in cognitive sciences. These four research clusters are:

  • Language and speech. This cluster includes research into speech and language and research on the language faculty and how it can be modeled as an organized system of signs used by the members of a given community. It includes programs of research in linguistics (e.g., the study of language as structured knowledge), phonetics (e.g., prosody and the motor control of speech), psycholinguistics (e.g., language acquisition or second language learning) and neurolinguistics (e.g., lesions and speech and language disorders).
  • Perception and action. This cluster brings together research intended to enhance models of perception and voluntary action. It includes work on constructive processes in perception (including the influence of context and learning), the modulation and regulation of conscious contents and behavior by attention, and goals, motivations and emotions. It also integrates research programs in the voluntary control of actions, planning, action scenarios and prospective cognition. This cluster is also interested in decision theory and game theory.
  • Knowledge processing. This cluster covers research related to knowledge processing and has three major thematic foci: 1) the theoretical clarification of the notions of concept, intentional representation and propositional attitudes, and the evaluation of their scope; 2) the process of knowledge extraction and acquisition, which emphasizes computerized techniques, albeit with a concern for cognitive plausibility; 3) knowledge modeling, focused on computerization with the help of modes of representation that resemble those of human cognition.
  • Learning. Research in the learning cluster relates to the theoretical study of automated learning and modeling of complex learning systems (machine learning), on one hand, and to computer-assisted human learning (e.g., tele-learning), on the other hand.