On standard readings of Grice, Gricean communication requires (a) possession of a concept of belief, (b) the ability to make complex inferences about others’ goal-directed behaviour, and (c) the ability to entertain fourth order meta-representations. To the extent that these abilities are pre-requisites of Gricean communication they are inconsistent with the view that Gricean communication could play a role in their development. In this paper, I argue that a class of ‘minimally Gricean acts’ satisfy the intentional structure described by (...) Grice, but require none of abilities (a)-(c). As a result, Gricean communicative abilities may indeed contribute to the development of (a)-(c) – in particular, by enabling language development. This conclusion has important implications for our theorising about cognitive development. (shrink)

In Section 1, I introduce three views that explain human cognitive development from different standpoints: Marcus’s neo-nativism, standard neuroconstructivism, and neo-neuroconstructivism. In Section 2, I assess Marcus’s attempt to reconcile nativism with developmental flexibility. In Section 3, I argue that in structurally reconfiguring nativism, Marcus ends up transforming it into an unrecognizable form, and I claim that his view could be accommodated within the more general framework provided by standard neuroconstructivism. In Section 4, I focus on recent empirical (...) findings in neuropsychology and cultural/social neuroscience, and propose a friendly revision to standard neuroconstructivism, thus developing the neo-neuroconstructivist view. I conclude the article in Section 5 by analysing the implications of the results discussed in Section 4 for both neo-nativism and standard neuroconstructivism. 1 Introduction2 Marcus’s Neo-nativism3 Is Marcus’s Neo-nativism Really a Form of Nativism?4 Neo-neuroconstructivism and Dynamic Enskillment5 Conclusion. (shrink)

Siyaves Azeri (2020) quite well shows that arithmetical thinking emerges on the basis of specific social practices and material engagement (clay tokens for economic exchange practices beget number concepts, e.g.). But his discussion here is relegated mostly to Neolithic and Bronze Age practices. While surely such practices produced revolutions in the cognitive abilities of many humans, much of the cognitive architecture that allows normative conceptual thought was already in place long before this time. This response, then, is an (...) attempt to sketch the deep prehistory of human cognition in order to show the inter-social bases of normative thought in general. To do this, I will look first to the work of Vygotsky and Leontiev, two often neglected psychologists whose combined efforts culminate in a developmental account of human cognitive origins. Then, I will review some key insights from the contemporary comparative psychologist Michael Tomasello—whose project is admittedly a Vygotskian one—in order to further shed light on the social-practical basis of abstract thought, of which mathematical cognition is surely a part. (shrink)

This is a comprehensive book on the philosophy of time. Leading philosophers discuss the metaphysics of time, our experience and representation of time, the role of time in ethics and action, and philosophical issues in the sciences of time, especially quantum mechanics and relativity theory.

First, it’s very important to rule out that the entire text below, especially topic 4, shows an evolutionary process of man, in topic number 1, we present thinkers Jean Piaget and Erik Erikson, both psychoanalysts, and focused on cognitive development, but with works that show a development of different angles, complementing each other, in the first we can see the influence of the external formation of the child according to the internal formation, whereas the second presents us (...) the inverse, the internal adapting to the external, we can see both as one, complementing each other. After this we enter further into the philosophical field, briefly presenting some historical and philosophical periods, focusing on the man of each epoch, then finally we had the meeting of philosophy in education, at this point we talk about the ideal formation of man, according to types of teachings, and how important or destructive they are to man, and education must know how to balance them to shape contemporary virtuous man. At the end, in topic 5, we polished the virtuous man from the thought of Friedrich Nietsche, showing his conception of herd man and superman quickly, and introducing them into the discussion of educational extremes. (shrink)

电影感知研究，是欧美近20年来兴起的跨学科实证研究。电影感知研究主要以心 理学的感知科学为基础，并且结合电影学、传播学、计算机科学、统计学等学科， 以实证的方法探讨电影的构建与观众解读机制之间的联系。文章通过对电影感知研 究历史的梳理和总结，探讨了传统电影研究中忽略的问题，讨论了电影感知研究的 学科性质和应用前景。 .

This article explores the various psychological theories of cognitive development in children.

This article intends to briefly discuss the relevant knowledge and experience of cognitive science research, and also to seek advice from colleagues in the academic circle and all scholars who are concerned about the development of cognitive science.

In this paper we identify and characterize an analysis of two problematic aspects affecting the representational level of cognitive architectures (CAs), namely: the limited size and the homogeneous typology of the encoded and processed knowledge. We argue that such aspects may constitute not only a technological problem that, in our opinion, should be addressed in order to build arti cial agents able to exhibit intelligent behaviours in general scenarios, but also an epistemological one, since they limit the plausibility of (...) the comparison of the CAs' knowledge representation and processing mechanisms with those executed by humans in their everyday activities. In the fi nal part of the paper further directions of research will be explored, trying to address current limitations and future challenges. (shrink)

How is knowledge of geometry developed and acquired? This central question in the philosophy of mathematics has received very different answers. Spelke and colleagues argue for a “core cognitivist”, nativist, view according to which geometric cognition is in an important way shaped by genetically determined abilities for shape recognition and orientation. Against the nativist position, Ferreirós and García-Pérez have argued for a “culturalist” account that takes geometric cognition to be fundamentally a culturally developed phenomenon. In this paper, I argue that (...) when understood as moderate versions supported by the state-of-the-art research, the nativist and culturalist views are in fact possible to reconcile. While Ferreirós and García-Pérez present the work of Spelke and colleagues as implying that geometric cognition is genetically determined, I argue that they fail to appreciate the role that Spelke and colleagues see for cultural factors. On this basis, I provide theoretical and terminological clarifications and show that moderate versions of the nativist and culturalist view are in fact consistent with each other. I then propose a unifying theoretical framework for future study that can integrate the two accounts in ontogeny by moving beyond the crude nature (nativism) vs. nurture (culturalism) dichotomy. (shrink)

The aim of the article is to identify the impact of cognitive style of management on the development of tourism and hospitality companies. The article discusses some approaches to the definition of “cognitive style”, presents the author’s understanding in the organizational context, namely, the cognitive style should be understood as the features of awareness, interpretation and dissemination of external and internal information by the staff in order to improve the efficiency and competitiveness of the products manufactured. (...) The table “The attitude of employees of different cognitive styles to work according to the classification by Cool E., Holland J., Myers Briggs I.” was developed, which allows determining the relationships between correspondence of the employee cognitive style to his duties and attitude to work. The trends of choosing tourist services by the consumer depending on his individual cognitive style have been analyzed. The necessity of taking into account the cognitive features both of the staff (in order to increase productivity, loyalty, improve health and self-esteem) and the consumer (to increase the level of his satisfaction of the services) has been proved. (shrink)

We discuss recent progress in the development of cognitive ontologies and summarize three challenges in the coordinated development and application of these resources. Challenge 1 is to adopt a standardized definition for cognitive processes. We describe three possibilities and recommend one that is consistent with the standard view in cognitive and biomedical sciences. Challenge 2 is harmonization. Gaps and conflicts in representation must be resolved so that these resources can be combined for mark-up and interpretation (...) of multi-modal data. Finally, Challenge 3 is to test the utility of these resources for large-scale annotation of data, search and query, and knowledge discovery and integration. As term definitions are tested and revised, harmonization should enable coordinated updates across ontologies. However, the true test of these definitions will be in their community-wide adoption which will test whether they support valid inferences about psychological and neuroscientific data. (shrink)

What is cognition? Equivalently, what is cognition good for? Or, what is it that would not be but for human cognition? But for human cognition, there would not be science. Based on this kinship between individual cognition and collective science, here we put forward Isbell conjugacy---the adjointness between objective geometry and subjective algebra---as a scientific method for developing cognitive science. We begin with the correspondence between categorical perception and category theory. Next, we show how the Gestalt maxim is subsumed (...) by the mathematical construct of colimit, a generalization of summation. The universal mapping property definitions of mathematical constructs, by virtue of being the best with respect to the universe of discourse, can be learned using reinforcement learning algorithms, which raises the possibility of abstracting the architecture of mathematics by artificial intelligence. Subsequently, we present naturality (to be contrasted with miracles), understood as 'Becoming consistent with Being', which governs the transformations of both things and their theories, as the zeroth law of change. Furthermore, the contrast---physical [mechanism] vs. biological [organism]---is smoothed via natural transformation, wherein transformations are respectful of the cohesion of the objects transformed. In closing, upon recognizing the scientific value of learning difficult-to-master differential calculus by physicists, of learning a strange four-letter language by biologists, and of learning the grammar of our respective mother tongues, we make a case for learning the theory of naturality / category theory for developing cognitive science. (shrink)

Purpose – The purpose of this paper is to investigate the relationship between cognitive styles of managers working in tourism companies and dynamic capabilities of these companies. Design – The research relies on a quantitative questionnaire. Methodology – To answer the research question, the bivariate (Pearson) correlation was applied. A number of 268 answers from people working in tourism were received. Findings – We found a positive correlation between different dimensions of dynamic capabilities of tourism companies. These capabilities are (...) influenced by managers’ cognitive characteristics. The organizational culture plays a mediating role in the latter relationship. Implications for theory – The paper offers an alternative understanding of dynamic capabilities in tourism and hospitality; the paper also opens new paths for academic research on the impact of cognitive characteristics of managers on the dynamic capabilities of tourism companies. Implications for practitioners – Making accurate psychological portrait of the candidate can predict his/her behavior in certain situation, such as response towards environmental change using dynamic capabilities and when making the necessary changes to the organizational culture. Originality – This study proposes model of influence of a manager’s cognitive style on dynamic capabilities, whereby organizational culture moderates this relationship. (shrink)

According to the hypotheses of distributed and extended cognition, remembering does not always occur entirely inside the brain but is often distributed across heterogeneous systems combining neural, bodily, social, and technological resources. These ideas have been intensely debated in philosophy, but the philosophical debate has often remained at some distance from relevant empirical research, while empirical memory research, in particular, has been somewhat slow to incorporate distributed/extended ideas. This situation, however, appears to be changing, as we witness an increasing level (...) of interaction between the philosophy and the empirical research. In this editorial, we provide a high-level historical overview of the development of the debates around the hypotheses of distributed and extended cognition, as well as relevant theory and empirical research on memory, considering both the role of memory in theoretical debates around distributed/extended ideas and strands of memory research that resonate with those ideas; we emphasize recent trends towards increased interaction, including new empirical paradigms for investigating distributed memory systems. We then provide an overview of the special issue itself, drawing out a number of general implications from the contributions, and conclude by sketching promising directions for future research on distributed memory. (shrink)

Cognitive flexibility, the adaptation of representations and responses to new task demands, improves dramatically in early childhood. It is unclear, however, whether flexibility is a coherent, unitary cognitive trait, or is an emergent dimension of task-specific performance that varies across populations with divergent experiences. Three-to 5-year-old English-speaking U.S. children and Tswana-speaking South African children completed two distinct language-processing cognitive flexibility tests: the FIM-Animates, a word-learning test, and the 3DCCS, a rule-switching test. U.S. and South African children did (...) not differ in word-learning flexibility but showed similar age-related increases. In contrast, U.S. preschoolers showed an age-related increase in rule-switching flexibility but South African children did not. Verbal recall explained additional variance in both tests but did not modulate the interaction between population sample (i.e., country) and task. We hypothesize that rule-switching flexibility might be more dependent upon particular kinds of cultural experiences, whereas word-learning flexibility is less cross-culturally variable. (shrink)

In this dissertation, I construct scientifically and practically adequate moral analogs of cognitive heuristics and biases. Cognitive heuristics are reasoning “shortcuts” that are efficient but flawed. Such flaws yield systematic judgment errors—i.e., cognitive biases. For example, the availability heuristic infers an event’s probability by seeing how easy it is to recall similar events. Since dramatic events, such as airplane crashes, are disproportionately easy to recall, this heuristic explains systematic overestimations of their probability (availability bias). The research program (...) on cognitive heuristics and biases (e.g., Daniel Kahneman’s work) has been scientifically successful and has yielded useful error-prevention techniques—i.e., cognitive debiasing. I attempt to apply this framework to moral reasoning to yield moral heuristics and biases. For instance, a moral bias of unjustified differences in the treatment of particular animal species might be partially explained by a moral heuristic that dubiously infers animals’ moral status from their aesthetic features. While the basis for identifying judgments as cognitive errors is often unassailable (e.g., per violating laws of logic), identifying moral errors seemingly requires appealing to moral truth, which, I argue, is problematic within science. Such appeals can be avoided by repackaging moral theories as mere “standards-of-interest” (a la non-normative metrics of purportedly right-making features/properties). However, standards-of-interest do not provide authority, which is needed for effective debiasing. Nevertheless, since each person deems their own subjective morality authoritative, subjective morality (qua standard-of-interest and not moral subjectivism) satisfies both scientific and practical concerns. As such, (idealized) subjective morality grounds a moral analog of cognitive biases—namely, subjective moral biases (e.g., committed anti-racists unconsciously discriminating). I also argue that "cognitive heuristic" is defined by its contrast with rationality. Consequently, heuristics explain biases, which are also so defined. However, such contrasting with rationality is causally irrelevant to cognition. This frustrates the presumed usefulness of the kind, heuristic, in causal explanation. As such, in the moral case, I jettison the role of causal explanation and tailor categories solely for contrastive explanation. As such, “moral heuristic” is replaced with "subjective moral fallacy," which is defined by its contrast with subjective morality and explains subjective moral biases. The resultant subjective moral biases and fallacies framework can undergird future empirical research. (shrink)

This Thesis presents a model of cognitive development inspired by Piaget's "Genetic Epistemology". It is observed that the epigenetic process described by Piaget posess mechanisms and behaviour that characterise complex adaptive systems. A model of bipedal motion based around the "Bucket Brigade" algorithm of Holland is presened to explore this relationship.

Elijah Chudnoff’s case for irreducible cognitive phenomenology hinges on seeming to see the truth of a mathematical proposition (Chudnoff 2015). In the following, I develop an augmented version of Chudnoff’s case, not based on seeming to see, or intuition, but based on being in a state with presentational phenomenology of high-level content. In contrast to other cases for cognitive phenomenology, those based on Strawson’s case (Strawson 2011), I argue that the case presented here is able to withstand counterarguments, (...) which attempt to reduce cognitive phenomenology to sensory phenomenology. To support my argument, I present findings from Bowden and Jung-Beeman’s experiments with the Aha! Experience (Bowden & Jung-Beeman 2004), and argue that the Aha! Experience is a species of the experience of understanding presented here. I interpret the results of these experiments to provide further evidence for irreducible cognitive phenomenology. (shrink)

Mathematical cognition is one of the most important cognitive functions of human beings. The latest brain and cognitive research have shown that mathematical cognition is a system with multiple components and subsystems. It has phylogenetic root, also is related to ontogenetic development and learning, relying on a large-scale cerebral network including parietal, frontal and temporal regions. Especially, the parietal cortex plays an important role during mathematical cognitive processes. This indicates that language and visuospatial functions are both (...) key to mathematical cognition. All of those advances have important implications for basic mathematical education. (shrink)

This notebook presents an introductory overview to the cognitive perspective on the psychology of human behaviour for social science students. Starting with an introduction to cognitive developmental theories of how babies reason, the overview then moves to discuss how children develop into better thinkers. Adult theories of cognition are subsequently outlined and critically evaluated. -/- A chronology of topics include: the rise of 'this thing we call cognition', Piaget's theory of cognitive development and its evaluation, problem (...) space theory, and theories of mental representation in adult thought examining, amongst other types of thinking and reasoning, deduction and induction and an evaluation of mental representation theories. (shrink)

This project continues our interdisciplinary research into computational and cognitive aspects of narrative comprehension. Our ultimate goal is the development of a computational theory of how humans understand narrative texts. The theory will be informed by joint research from the viewpoints of linguistics, cognitive psychology, the study of language acquisition, literary theory, geography, philosophy, and artificial intelligence. The linguists, literary theorists, and geographers in our group are developing theories of narrative language and spatial understanding that are being (...) tested by the cognitive psychologists and language researchers in our group, and a computational model of a reader of narrative text is being developed by the AI researchers, based in part on these theories and results and in part on research on knowledge representation and reasoning. This proposal describes the knowledge-representation and natural-language-processing issues involved in the computational implementation of the theory; discusses a contrast between communicative and narrative uses of language and of the relation of the narrative text to the story world it describes; investigates linguistic, literary, and hermeneutic dimensions of our research; presents a computational investigation of subjective sentences and reference in narrative; studies children’s acquisition of the ability to take third-person perspective in their own storytelling; describes the psychological validation of various linguistic devices; and examines how readers develop an understanding of the geographical space of a story. This report is a longer version of a project description submitted to NSF. This document, produced in May 2007, is a L ATEX version of Technical Report 89-07 (Buffalo: SUNY Buffalo Department of Computer Science, August 1989), with slightly.. (shrink)

Analogical cognition refers to the ability to detect, process, and learn from relational similarities. The study of analogical and similarity cognition is widely considered one of the ‘success stories’ of cognitive science, exhibiting convergence across many disciplines on foundational questions. Given the centrality of analogy to mind and knowledge, it would benefit philosophers investigating topics in epistemology and the philosophies of mind and language to become familiar with empirical models of analogical cognition. The goal of this essay is to (...) describe recent empirical work on analogical cognition as well as model applications to philosophical topics. Topics to be discussed include the epistemological distinction between implicit knowledge and explicit knowledge, the debate between empiricists and nativists, the frame problem, expertise, creativity and autism, cognitive architecture, and relational knowledge. Particular attention is given to Dedre Gentner and colleague’s structure-mapping theory – the most developed and widely accepted model of analogical cognition. (shrink)

This paper presents a practical case study showing how, despite the nowadays limited collaboration between AI and Cognitive Science (CogSci), cognitive research can still have an important role in the development of novel AI technologies. After a brief historical introduction about the reasons of the divorce between AI and CogSci research agendas (happened in the mid’80s of the last century), we try to provide evidence of a renewed collaboration by showing a recent case study on a commonsense (...) reasoning system, built by using insights from cognitive semantics. (shrink)

This chapter critically assesses recent arguments that acquiring the ability to categorize an object as belonging to a certain high-level kind can cause the relevant kind property to be represented in visual phenomenal content. The first two arguments, developed respectively by Susanna Siegel (2010) and Tim Bayne (2009), employ an essentially phenomenological methodology. The third argument, developed by William Fish (2013), by contrast, is supported by an array of psychophysical and neuroscientific findings. I argue that while none of these arguments (...) ultimately proves successful, there is a substantial body of empirical evidence that information originating outside the visual system can nonetheless modulate the way an object’s low-level attributes visually appear. Visual phenomenal content, I show, is not only significantly influenced by crossmodal interactions between vision and other exteroceptive senses such as touch and audition, but also by interactions between vision and non-perceptual systems involved in motor planning and construction of the proprioceptive body-image. (shrink)

Many students consider mathematics as the most dreaded subject in their curriculum, so much so that the term “math phobia” or “math anxiety” is practically a part of clinical psychological literature. This symptom is widespread and students suffer mental disturbances when facing mathematical activity because understanding mathematics is a great task for them. This paper described the students’ cognitive skills performance in Basic Mathematics based on the following logical operations: Classification, Seriation, Logical Multiplication, Compensation, Ratio and Proportional Thinking, Probability (...) Thinking and Correlation Thinking as it serves a critical element of teaching and learning, that is determining the current position of the learners’ mathematical capacity. Its implications for mathematics education were also revealed. A descriptive quantitative design was used in this study. The study included 1011 first-year college students from six state universities in the Philippines who were enrolled in the Bachelor of Science of Secondary Education Program during the first semester of the Academic Year 2019-2020. This study made use of the teacher-made test called the Test on Logical Operations. Findings revealed that the cognitive skills achievement of the first year BSE students from different state universities in the Philippines falls under the category of late concrete operational stage. As a result, students are unable to perform the logical operational skills expected of their age. At their age level, they are expected to be under the formal operational stage based on Piaget’s stages of cognitive development. These findings revealed a weak mathematical education foundation among students which requires immediate attention. This reality should be recognized by educational planners and implementers when making curricular and other instructional decisions. (shrink)

One main challenge of non-platonist philosophy of mathematics is to account for the apparent objectivity of mathematical knowledge. Cole and Feferman have proposed accounts that aim to explain objectivity through the intersubjectivity of mathematical knowledge. In this paper, focusing on arithmetic, I will argue that these accounts as such cannot explain the apparent objectivity of mathematical knowledge. However, with support from recent progress in the empirical study of the development of arithmetical cognition, a stronger argument can be provided. I (...) will show that since the development of arithmetic is (partly) determined by biologically evolved proto-arithmetical abilities, arithmetical knowledge can be understood as maximally intersubjective. This maximal intersubjectivity, I argue, can lead to the experience of objectivity, thus providing a solution to the problem of reconciling non-platonist philosophy of mathematics with the (apparent) objectivity of mathematical knowledge. (shrink)

Students using Ritalin in preparation for their exams is a hotly debated issue, while meditating or drinking coffee before those same exams is deemed uncontroversial. However, taking Ritalin, meditating and drinking coffee or even education in general, can all be considered forms of cognitive enhancement. Although social acceptance might change in the future, it is interesting to examine the current reasons that are used to distinguish cases deemed problematic or unproblematic. Why are some forms of cognitive enhancement considered (...) problematic, while others are not? In this paper, we consider cognitive enhancement as the amplification or extension of core capacities of the mind, using augmentation or improvements of our information-processing systems. We will analyse cognitive enhancement in an educational setting in order to clarify the fuzzy distinction between problematic and unproblematic forms of cognitive enhancement. We will show that the apparent distinction made by many people between problematic and unproblematic enhancement is not based on any fundamental difference between these two categories. (shrink)

The development of modern science has depended strongly on specific features of the cultures involved; however, its results are widely and trans-culturally accepted and applied. The science and technology of electricity provides a particularly interesting example. It emerged as a specific product of post-Renaissance Europe, rooted in the Greek philosophical tradition that encourages explanations of nature in theoretical terms. It did not evolve in China presumably because such encouragement was missing. The trans-cultural acceptance of modern science and technology is (...) postulated to be due, in part, to the common biological dispositions underlying human cognition, with generalizable capabilities of abstract, symbolic and strategic thought. These faculties of the human mind are main prerequisites for dynamic cultural development and differentiation. They appear to have evolved up to a stage of hunters and gatherers perhaps some 100 000 years ago. However, the extent of the correspondence between some constructions of the human mind and the order of nature, as revealed by science, is a late insight of the last centuries. Quantum physics and relativity are particularly impressive examples. (shrink)

The constructivist perspective has shed new light on the conception of psychopathology and the practice of psychotherapy, surmounting the shortcomings of behaviorism and rationalist cognitive thought, by abandoning the empiricist principle of associationism. In this field, Vittorio Guidano introduced the Cognitive Post -Rationalist model, influenced by attachment theory, evolutionary epistemology, complex systems theory, and the prevalence of abstract mental processes proposed by Hayeck. Guidano conceives the personal system as a self-organized entity, in constant development. The role of (...) the post - rationalist therapist is to strategically upset the system in search of newer and more flexible ways to construct personal experience. (shrink)

This paper clarifies Merleau-Ponty’s original account of “higher-order” cognition as fundamentally embodied and enacted. Merleau-Ponty’s philosophy inspired theories that deemphasize overlaps between conceptual knowledge and motor intentionality or, on the contrary, focus exclusively on abstract thought. In contrast, this paper explores the link between Merleau-Ponty’s account of motor intentionality and his interpretations of our capacity to understand and interact productively with cultural symbolic systems. I develop my interpretation based on Merleau-Ponty’s analysis of two neuropathological modifications of motor intentionality, the case (...) of the brain-injured war veteran Schneider, and a neurological disorder known as Gerstmann’s syndrome. Building on my analysis of Schneider’s sensorimotor compensatory performances in relation to his limitations in the domains of algebra, geometry, and language usage, I demonstrate a strong continuity between the sense of embodiment and enaction at all these levels. Based on Merleau-Ponty’s interpretations, I argue that “higher-order” cognition is impaired in Schneider insofar as his injury limits his sensorimotor capacity to dynamically produce comparatively more complex differentiations of any given phenomenal structure. I then show how Merleau-Ponty develops and specifies his interpretation of Schneider’s intellectual difficulties in relation to the ambiguous role of the body, and in particular the hand, in Gerstmann’s syndrome. I explain how Merleau-Ponty defends the idea that sensorimotor and quasi-representational cognition are mutually irreducible, while maintaining that symbol-based cognition is a fundamentally enactive and embodied process. (shrink)

Previous discussions of the origins of writing in the Ancient Near East have not incorporated the neuroscience of literacy, which suggests that when southern Mesopotamians wrote marks on clay in the late-fourth millennium, they inadvertently reorganized their neural activity, a factor in manipulating the writing system to reflect language, yielding literacy through a combination of neurofunctional change and increased script fidelity to language. Such a development appears to take place only with a sufficient demand for writing and reading, such (...) as that posed by a state-level bureaucracy; the use of a material with suitable characteristics; and the production of marks that are conventionalized, handwritten, simple, and non-numerical. From the perspective of Material Engagement Theory, writing and reading represent the interactivity of bodies, materiality, and brains: movements of hands, arms, and eyes; clay and the implements used to mark it and form characters; and vision, motor planning, object recognition, and language. Literacy is a cognitive change that emerges from and depends upon the nexus of interactivity of the components. (shrink)

Two fundamentally distinct approaches to the teaching of philosophy are contrasted: On the one hand, there is the “information-oriented” approach which has dominated classrooms and which emphasizes the understanding of historically important philosophical works. On the other hand, there is the “cognitive skills” approach. The two approaches may be distinguished under the headings of ‘knowing that’ as opposed to ‘knowing how’. This paper describes and discusses four perspectives relating to the teaching of cognitive skills: (i) the discovery-oriented approach, (...) (ii) Piagetian learning cycles, (iii) protocol analysis, and (iv) conceptual therapy. The latter approach reflects the author’s interest in helping students to develop “therapeutic” skills that enable them to identify and eliminate concepts which they employ in their thinking and which are incompatible with their own presuppositional bases and are therefore self-refuting. ●●●●● -/- 2022 UPDATE: The approach of this paper has been updated and developed further in Appendix II, "Epistemological Intelligence," of the author’s 2021 book _Critique of Impure Reason: Horizons of Possibility and Meaning_. The book is available both in a printed edition (under ISBN 978-0-578-88646-6 from Barnes & Noble, Amazon, and other booksellers) and an Open Access eBook edition (available through Philpapers under the book’s title and other philosophy online archives). (shrink)

Bayesian cognitive science is a research programme that relies on modelling resources from Bayesian statistics for studying and understanding mind, brain, and behaviour. Conceiving of mental capacities as computing solutions to inductive problems, Bayesian cognitive scientists develop probabilistic models of mental capacities and evaluate their adequacy based on behavioural and neural data generated by humans (or other cognitive agents) performing a pertinent task. The overarching goal is to identify the mathematical principles, algorithmic procedures, and causal mechanisms that (...) enable cognitive agents to take uncertainty into account and weigh it appropriately in producing adaptive behaviour. -/- The appeal of Bayesian cognitive science derives from its transparency, normativity, and unifying power. Resources from Bayesian statistics allow cognitive scientists to characterise transparently, in terms of random variables and probabilistic dependencies between them, the inductive problems that many mental capacities are presumed to solve. Given this characterisation, researchers can define an upper bound on one’s performance on that problem and use it as a benchmark for interpreting experimental results, formulating hypotheses about why and when deviations from optimal performance should be expected, and seeking explanations of mental capacities within one encompassing theoretical framework. -/- Although critics question the testability, explanatory power, and plausibility of Bayesian models of mental capacities, Bayesian cognitive science has proved itself to be an incredibly fruitful research programme. Fuelled by empirical and theoretical results from psychology, neuroscience, philosophy, computer science, artificial intelligence, and evolution, Bayesian cognitive science has: advanced our understanding of why cognitive systems should keep track of uncertainty and use it to facilitate adaptive behaviour; clarified how the brain might encode information about the uncertainty of its stimuli and perform computations with probability distributions; and crystallised the insight that cognitive agents’ management of uncertainty might be grounded in predictive processes aimed at avoiding surprising exchanges with the environment. (shrink)

Extended cognition theorists argue that cognitive processes constitutively depend on resources that are neither organically composed, nor located inside the bodily boundaries of the agent, provided certain conditions on the integration of those processes into the agent’s cognitive architecture are met. Epistemologists, however, worry that in so far as such cognitively integrated processes are epistemically relevant, agents could thus come to enjoy an untoward explosion of knowledge. This paper develops and defends an approach to cognitive integration—cluster-model functionalism—which (...) finds application in both domains of inquiry, and which meets the challenge posed by putative cases of cognitive or epistemic bloat. (shrink)

A critique of dubious contrasts between "science" and "religion" drawn on the basis of cognitive-evolutionary accounts of human psychology, e.g.,. the claim that religious concepts are “likely” and “natural” for the human mind whereas scientific thinking is “rare” and “unnatural.” Initially made by biologist Lewis Wolpert in *The Unnatural Nature of Science* (1993) and anthropologist Pascal Boyer in *Religion Explained: The Evolutionary Origins of Religious Thought* (2001), they are developed at length by philosopher R. N. McCauley in a*Why Religion (...) is Natural and Science is Not* (2011). These contrasts involve tendentiously narrow or broad definitions of the terms “science” and “religion” and the obliteration of the complex historical and intellectual relations between the ideas and practices currently identified by those terms. (shrink)

‘‘COGNITIVE ECOLOGY’’ is a fruitful model for Shakespearian studies, early modern literary and cultural history, and theatrical history more widely. Cognitive ecologies are the multidimensional contexts in which we remember, feel, think, sense, communicate, imagine, and act, often collaboratively, on the fly, and in rich ongoing interaction with our environments. Along with the anthropologist Edwin Hutchins,1 we use the term ‘‘cognitive ecology’’ to integrate a number of recent approaches to cultural cognition: we believe these approaches offer productive (...) lines of engagement with early modern literary and historical studies.2 The framework arises out of our work in extended mind and distributed cognition.3 The extended mind hypothesis arose from a post-connectionist philosophy of cognitive science. This approach was articulated in Andy Clark’s Being There: Putting Brain, Body, and World Together Again, and further developed by Susan Hurley and Mark Rowlands, among others.4 The distributed cognition approach arose independently, from work in cognitive anthropology, HCI (Human-Computer Interaction), the sociology of education and work, and science studies. The principles of distributed cognition were articulated in Hutchins’s ethnography of navigation, Cogni- tion in the Wild,5 and developed by theorists such as David Kirsh and Lucy Suchman.6 These models share an anti-individualist approach to cognition. In all these views, mental activities spread or smear across the boundaries of skull and skin to include parts of the social and material world. In remembering, decision making, and acting, whether individually or in small groups, our complex and structured activities involve many distinctive dimensions: neural, affective, kines-. (shrink)

[from the publisher's website] Questions about the existence and attributes of God form the subject matter of natural theology, which seeks to gain knowledge of the divine by relying on reason and experience of the world. Arguments in natural theology rely largely on intuitions and inferences that seem natural to us, occurring spontaneously—at the sight of a beautiful landscape, perhaps, or in wonderment at the complexity of the cosmos—even to a nonphilosopher. In this book, Helen De Cruz and Johan De (...) Smedt examine the cognitive origins of arguments in natural theology. They find that although natural theological arguments can be very sophisticated, they are rooted in everyday intuitions about purpose, causation, agency, and morality. Using evidence and theories from disciplines including the cognitive science of religion, evolutionary ethics, evolutionary aesthetics, and the cognitive science of testimony, they show that these intuitions emerge early in development and are a stable part of human cognition. -/- De Cruz and De Smedt analyze the cognitive underpinnings of five well-known arguments for the existence of God: the argument from design, the cosmological argument, the moral argument, the argument from beauty, and the argument from miracles. Finally, they consider whether the cognitive origins of these natural theological arguments should affect their rationality. (shrink)

In a series of recent works, Julian Savulescu and Ingmar Persson insist that, given the ease by which irreversible destruction is achievable by a morally wicked minority, (i) strictly cognitive bio-enhancement is currently too risky, while (ii) moral bio-enhancement is plausibly morally mandatory (and urgently so). This article aims to show that the proposal Savulescu and Persson advance relies on several problematic assumptions about the separability of cognitive and moral enhancement as distinct aims. Specifically, we propose that the (...) underpinnings of Savulescu's and Persson's normative argument unravel once it is suitably clear how aiming to cognitively enhance an individual will in part require that one aim to bring about certain moral goods we show to be essential to cognitive flourishing; conversely, aiming to bring about moral enhancement in an individual must involve aiming to improve certain cognitive capacities we show to be essential to moral flourishing. After developing these points in some detail, and their implication for Savulescu's & Persson's proposal, we conclude by outlining some positive suggestions. (shrink)

This paper presents five studies on the development and validation of a scale of intellectual humility. This scale captures cognitive, affective, behavioral, and motivational components of the construct that have been identified by various philosophers in their conceptual analyses of intellectual humility. We find that intellectual humility has four core dimensions: Open-mindedness (versus Arrogance), Intellectual Modesty (versus Vanity), Corrigibility (versus Fragility), and Engagement (versus Boredom). These dimensions display adequate self-informant agreement, and adequate convergent, divergent, and discriminant validity. In (...) particular, Open-mindedness adds predictive power beyond the Big Six for an objective behavioral measure of intellectual humility, and Intellectual Modesty is uniquely related to Narcissism. We find that a similar factor structure emerges in Germanophone participants, giving initial evidence for the model’s cross-cultural generalizability. (shrink)

Legal systems often rule that people own objects in their territory. We propose that an early-developing ability to make territory-based inferences of ownership helps children address informational demands presented by ownership. Across 6 experiments (N = 504), we show that these inferences develop between ages 3 and 5 and stem from two aspects of the psychology of ownership. First, we find that a basic ability to infer that people own objects in their territory is already present at age 3 (Experiment (...) 1). Children even make these inferences when the territory owner unintentionally acquired the objects and was unaware of them (Experiments 2 and 3). Second, we find that between ages 3 and 5, children come to consider past events in these judgments. They move from solely considering the current location of an object in territory-based inferences, to also considering and possibly inferring where it originated (Experiments 4 to 6). Together, these findings suggest that territory-based inferences of ownership are unlikely to be constructions of the law. Instead, they may reflect basic intuitions about ownership that operate from early in development. (shrink)

Book Description (Blurb): Cognitive Design for Artificial Minds explains the crucial role that human cognition research plays in the design and realization of artificial intelligence systems, illustrating the steps necessary for the design of artificial models of cognition. It bridges the gap between the theoretical, experimental and technological issues addressed in the context of AI of cognitive inspiration and computational cognitive science. -/- Beginning with an overview of the historical, methodological and technical issues in the field of (...) Cognitively-Inspired Artificial Intelligence, Lieto illustrates how the cognitive design approach has an important role to play in the development of intelligent AI technologies and plausible computational models of cognition. Introducing a unique perspective that draws upon Cybernetics and early AI principles, Lieto emphasizes the need for an equivalence between cognitive processes and implemented AI procedures, in order to realise biologically and cognitively inspired artificial minds. He also introduces the Minimal Cognitive Grid, a pragmatic method to rank the different degrees of biologically and cognitive accuracy of artificial systems in order project and predict their explanatory power with respect to the natural systems taken as source of inspiration. -/- Providing a comprehensive overview of cognitive design principles in constructing artificial minds, this text will be essential reading for students and researchers of artificial intelligence and cognitive science. (shrink)

How can we think about things in the outside world? There is still no widely accepted theory of how mental representations get their meaning. In light of pioneering research, Nicholas Shea develops a naturalistic account of the nature of mental representation with a firm focus on the subpersonal representations that pervade the cognitive sciences.

The essay is critically examines the conceptual problems with the influential modularity model of mind. We shall see that one of the essential characters of modules, namely informational encapsulation, is not only inessential, it ties a knot at a crucial place blocking the solution to the problem of understanding the formation of concepts from percepts (nodes of procedural knowledge). Subsequently I propose that concept formation takes place by modulation of modules leading to cross-representations, which were otherwise prevented by encapsulation. It (...) must be noted that the argument is not against modular architecture, but a variety of an architecture that prevents interaction among modules. This is followed by a brief argument demonstrating that module without modularization, i.e. without developmental history, is impossible. Finally the emerging picture of cognitive development is drawn in the form of the layers in the fabric of mind, with a brief statement of the possible implications. (shrink)

This paper explores the current obstacles that a cognitive theory of humor faces. More specifically, I argue that the nebulous and ill-defined nature of humor makes it difficult to tell what counts as clear instances of, and deficits in, the phenomenon.Without getting clear on this, we cannot identify the underlying cognitive mechanisms responsible for humor. Moreover, being too quick to draw generalizations regarding the ubiquity of humor, or its uniqueness to humans, without substantially clarifying the phenomenon and its (...) occurrences is not only unwise but can actually be a detriment to our study of humor. As such, these sorts of claims must be resisted. I conclude the paper by pointing the way forward to addressing these obstacles. -/- . (shrink)

A cognitive science perspective of yoga system of thought will be developed in conjugation with the Samkhya Darsana. This development will be further advanced using Advaita Vedanta and will be translated into modern scientific terms to arrive at an idea about cognition process. The stalling of the cognitive process and stilling the mind will be critically discussed in the light of this perspective. This critical analysis and translation into cognitive science and modern scientific terms will be (...) presented together with its implications and applications to the disciplines of mind-machine modeling, natural language comprehension branch of artificial intelligence and physiological psychology. (shrink)

Cognitive representations are typically analysed in terms of content, vehicle and format. While current work on formats appeals to intuitions about external representations, such as words and maps, in this paper we develop a computational view of formats that does not rely on intuitions. In our view, formats are individuated by the computational profiles of vehicles, i.e., the set of constraints that fix the computational transformations vehicles can undergo. The resulting picture is strongly pluralistic, it makes space for a (...) variety of different formats, and is intimately tied to the computational approach to cognition in cognitive science and artificial intelligence. (shrink)

Ethnobiology has become increasingly concerned with applied and normative questions about biocultural diversity and the livelihoods of local communities. While this development has created new opportunities for connecting ethnobiological research with ecological and social sciences, it also raises questions about the role of cognitive perspectives in current ethnobiology. In fact, there are clear signs of institutional separation as research on folkbiological cognition has increasingly found its home in the cognitive science community, weakening its ties to institutionalized ethnobiology. (...) Rather than accepting this separation as inevitable disciplinary specialization, this short perspective article argues for a systemic perspective that addresses mutual influences and causal entanglement of cognitive and non-cognitive factors in socio-ecological dynamics. Such an integrative perspective requires a new conversation about cognition in ethnobiology beyond traditional polarization around issues of cognitive universals and cultural relativity. (shrink)

We present a systematic and qualitative review of academic literature on early conceptual development (0–24 months of age), with an emphasis on methodological aspects. The final sample of our review included 281 studies reported in 115 articles. The main aims of the article were four: first, to organise studies into sets according to methodological similarities and differences; second, to elaborate on the methodological procedures that characterise each set; third, to circumscribe the empirical indicators that different sets of studies consider (...) as proof of the existence of concepts in early childhood; last, to identify methodological limitations and to propose possible ways to overcome them. We grouped the studies into five sets: preference and habituation experiments, category extension tasks, object sorting tasks, sequential touching tasks and object examination tasks. In the “Results” section, we review the core features of each set of studies. In the “Discussion” and “Conclusions” sections, we describe, for one thing, the most relevant methodological shortcomings. We end by arguing that a situated, semiotic and pragmatic perspective that emphasises the importance of ecological validity could open up new avenues of research to better understand the development of concepts in early childhood. (shrink)