Recent works in philosophy of mind and the cognitive sciences draw an “unconventional” picture of cognitive processes and of the mind. Instead of conceiving of cognition as a process that takes place within the boundaries of the skull and the skin, some contemporary theories claim that cognition is a situated process that encompasses the human agent’s boundaries. In particular, the Extended Mind Hypothesis (EMH) and the Enactive approach to cognition claim that embodied action is constitutive of cognitive processes, and thus (...) of the mind. Although both theories give an “extended” or “extensive” picture of cognition and of the mind, they disagree on the epistemic value of internal representations. The EMH claims that we need to posit internal action- oriented representations (AORs). AORs would account for action-selection, action-control, and for the prediction of incoming perceptual information. The enactive approach to cognition argues against AORs. The concept of AOR does not fulfill the representational conditions necessary to talk about representations properly. Furthermore, AORs are expressive of an internalistic prejudice, which makes the EMH weak. Moreover, a semiotic analysis of AORs shows that these items called “representations” are not active at all. Therefore, the epistemic posit of AOR plays no interesting job in the project of extending the mind in virtue of a reassessment of the concept of representation aimed at making it embodied and active. Therefore I claim that the concept of AOR has to be rejected. Action- control, action-selection, and the anticipation of aspects of action-perception loops can be explained in a more enactive way. Embodied action in a field of affordances explains how agents respond selectively to environmental features and how action-perception loops are anticipated by the “affective agent”. Furthermore, the enactive approach to cognition - especially if coupled with a semiotic description of cognitive niches and with some insights from the affective sciences (e.g. appraisal of core relational themes) - gives an explanation of action that, in contrast to the EMH, is actually able to “extend the mind”. (shrink)

Most human actions are complex, but some of them are basic. Which are these? In this paper, I address this question by invoking slips, a common kind of mistake. The proposal is this: an action is basic if and only if it is not possible to slip in performing it. The argument discusses some well-established results from the psychology of language production in the context of a philosophical theory of action. In the end, the proposed criterion is applied to discuss (...) some well-known theories of basic actions. (shrink)

Arguably no concept is more fundamental to science than that of causality, for investigations into cases of existence, persistence, and change in the natural world are largely investigations into the causes of these phenomena. Yet the metaphysics and epistemology of causality remain unclear. For example, the ontological categories of the causal relata have been taken to be objects (Hume 1739), events (Davidson 1967), properties (Armstrong 1978), processes (Salmon 1984), variables (Hitchcock 1993), and facts (Mellor 1995). (For convenience, causes and effects (...) will usually be understood as events in what follows.) Complicating matters, causal relations may be singular (Socrates’s drinking hemlock caused Socrates’s death) or general (Drinking hemlock causes death); hence the relata might be tokens (e.g., instances of properties) or types (e.g., types of events) of the category in question. Other questions up for grabs are: Are singular causes metaphysically and/or epistemologically prior to general causes or vice versa (or neither)? What grounds the intuitive asymmetry of the causal relation? Are macro-causal relations reducible to micro-causal relations? And perhaps most importantly: Are causal facts (e.g., the holding of causal relations) reducible to non-causal facts (e.g., the holding of certain spatiotemporal relations)? (shrink)

The notion of a "mental representation" is, arguably, in the first instance a theoretical construct of cognitive science. As such, it is a basic concept of the Computational Theory of Mind, according to which cognitive states and processes are constituted by the occurrence, transformation and storage (in the mind/brain) of information-bearing structures (representations) of one kind or another.

Over the past thirty years, it is been common to hear the mind likened to a digital computer. This essay is concerned with a particular philosophical view that holds that the mind literally is a digital computer (in a specific sense of “computer” to be developed), and that thought literally is a kind of computation. This view—which will be called the “Computational Theory of Mind” (CTM)—is thus to be distinguished from other and broader attempts to connect the mind with computation, (...) including (a) various enterprises at modeling features of the mind using computational modeling techniques, and (b) employing some feature or features of production-model computers (such as the stored program concept, or the distinction between hardware and software) merely as a guiding metaphor for understanding some feature of the mind. This entry is therefore concerned solely with the Computational Theory of Mind (CTM) proposed by Hilary Putnam [1961] and developed most notably for philosophers by Jerry Fodor [1975, 1980, 1987, 1993]. The senses of ‘computer’ and ‘computation’ employed here are technical; the main tasks of this entry will therefore be to elucidate: (a) the technical sense of ‘computation’ that is at issue, (b) the ways in which it is claimed to be applicable to the mind, (c) the philosophical problems this understanding of the mind is claimed to solve, and (d) the major criticisms that have accrued to this view. (shrink)

Platonism is the view that there exist such things as abstract objects — where an abstract object is an object that does not exist in space or time and which is therefore entirely non-physical and nonmental. Platonism in this sense is a contemporary view. It is obviously related to the views of Plato in important ways, but it is not entirely clear that Plato endorsed this view, as it is defined here. In order to remain neutral on this question, the (...) term ‘platonism’ is spelled with a lower-case ‘p’. (See entry on Plato.) The most important figure in the development of modern platonism is Gottlob Frege (1884, 1892, 1893-1903, 1919). The view has also been endorsed by many others, including Kurt Gödel (1964), Bertrand Russell (1912), and W.V.O. Quine (1948, 1951). (shrink)

Experimental moral philosophy emerged as a methodology in the last decade of the twentieth century, as a branch of the larger experimental philosophy (X-Phi) approach. Experimental moral philosophy is the empirical study of moral intuitions, judgments, and behaviors. Like other forms of experimental philosophy, it involves gathering data using experimental methods and using these data to substantiate, undermine, or revise philosophical theories. In this case, the theories in question concern the nature of moral reasoning and judgment; the extent and sources (...) of moral obligations; the nature of a good person and a good life; even the scope and nature of moral theory itself. This entry begins with a brief look at the historical uses of empirical data in moral theory and goes on to ask what, if anything, is distinctive about experimental moral philosophy—how should we distinguish it from related work in empirical moral psychology? After discussing some strategies for answering this question, the entry examines two of the main projects within experimental moral philosophy, and then discusses some of the most prominent areas of research within the field. As we will see, in some cases experimental moral philosophy has opened up new avenues of investigation, while in other cases it has influenced longstanding debates within moral theory. (shrink)

A survey of innateness in cognitive science, focusing on (1) what innateness might be, and (2) whether concepts might be innate.

In the last forty years, significant developments in neuroscience, psychology, and robotic technology have been cause for major trend changes in the philosophy of mind. One such shift has been the reallocation of focus from entirely brain-centered theories of mind to more embodied, embedded, and even extended answers to the questions, what are cognitive processes and where do we find such phenomena? Given that hypotheses such as Clark and Chalmers‘ (1998) Extended Mind or Hutto‘s (2006) Radical Enactivism, systematically undermine the (...) organism-bound, internal, and static pictures of minds and allow instead for the distribution of cognitive processes among brains, bodies, and worlds, a worry that arises is that the very subject of cognitive science, the ‗cognizer‘ will be hopelessly opaque, its mind leaking out into the world all over the place, thereby making it impossible to rein in and properly study. A seemingly unrelated and yet parallel trend has also taken place in feminist theorizing about the body over the last forty years. Whereas feminism of the 1970s and early 1980s tended to view ‗the body‘ as the site and matter of biological sex, while gender was a more fluid and socially constituted mode of existence, more recent feminist theory has questioned the givenness of bodies themselves. In other words, rather than seeing gender categories as manifestations of the already given sexed body, thinkers such as Butler (2000) and Lorber (1992) argue that the very notion of a body is often a product of scientific inquiry, which is itself a product of the power structures aiming to maintain a rigid binary between feminine and masculine gender roles. If the world at large plays such a constitutive role in determining who we are, then this implies that the tools we use, the language we speak, and the power relationships in which we are enmeshed are components of what it means to be embodied in any genuine sense. For thinkers like Haraway (1988) the image of the cyborg is most fitting for this new understanding of embodied subjects, as the cyborg is a coupling of machine and human. Gender and even biological sex will always be a technologically hybridized ‗monster‘ consisting of matter, machine, and mind. The overall aim of my project is thus to bring the two concurrent developments in theorizing about embodied subjects into discourse. As the cyborg features largely in recent feminist thought about embodiment, so too has it been a prominent metaphor in philosophy of mind, ever since Clark (2003) claimed that we ought to think of our ‗selves‘ more appropriately as Natural-Born Cyborgs. I therefore focus on this imagery as I go on to make the argument that this distributed account of cognition as well as of sexual identity is more fruitful for making progress in understanding ‗the human‘ more generally. Likewise, I argue that bringing the discussion of sex and gender into the arena of an otherwise asexual philosophy of mind, will shed light on some important facets of embodiment that have been overlooked but that ought to be addressed if we are to have an adequate account of ‗the proper subject of cognitive science.‘ My chapters include 1) a survey of the discourse between science and philosophy of mind leading to these embodied and extended approaches, 2) a first attempt at defending the extended mind thesis, 3) a discussion of how even the supposed resolution to the objections raised against extended cognition fails to properly take into account just how problematic subjectivity is, regardless of its being defined entirely organismic or not, as organisms themselves are highly malleable and socially constituted, 4) an explanation concerning how the same problematization of embodied subjectivity is ongoing in feminist theory, especially considering the phenomenology of transgendered embodiment, intersex, and technologically mediated bodies, 5) further elaboration on technologically enhanced bodies, exposing what I see as a continuum between bodies modified by ‗hard‘ technologies, such as implants, prostheses or surgeries, and those modified by ‗soft‘ technologies, such as gender norms, the social gaze, and technologically mediated metacognition, and last, 6) an argument for the image of the cyborg to replace ‗organism‘ in cognitive science, along with the corollary argument that cyborgs ought to represent not just embodied minds, but should also be the metaphor in attempting to understand ‗embodiment‘ more generally, which must, at its roots, be underpinned by gender and sexual identity. I argue that the imagery is fitting for the proper study of cognitive subjects as well as sexed and gendered bodies, but moreover, that just as the cyborg suggests a blending and hybridizing of seemingly unrelated elements, so too should the two areas of inquiry, philosophy of mind and feminist theory, pay heed to one another‘s use of this imagery and themselves begin to be more integrative in their approaches. (shrink)

It is widely recognised among educational theorists, educators and policy makers alike, that critical thinking should claim a superordinate place in our system of educational objectives. In the philosophical literature on this topic, critical thinking is often conceptualised as the educational cognate of rationality, which in turn is analysed as being comprised of the relevant skills and abilities to assess reasons and evidence, together with the intellectual dispositions to actively use these proficiencies in practice. The resulting picture is in many (...) respects normative and idealised, following the style of philosophical theorising commonplace in the tradition of analytic philosophy of education. In contrast, certain recent empirical findings related to the rational performance of actual human beings seem to cast doubts on the extent to which we can expect people to fulfil these idealised normative standards of rationality. After introducing the relevant philosophical theories and psychological results, I ruminate on the implications these ideas have on our pedagogical views pertaining to critical thinking education. (shrink)

I think that some of the arguments in this article are themselves flawed, or are based on an understanding of linguistics that is too narrowly focused on certain versions of generative grammar. For example, the argument that in computational applications purely statistical approaches are in general more successful than rule-based approaches has to be qualified: It holds, or may have hold, for certain applications like machine translation, but not for others, like the generation of text to answer queries to databases. (...) Furthermore, statistical methods have been integrated in certain linguistic theories themselves, like stochastic optimality theory (Boersma & Hayes 2001). The authors also claim that linguistics is not able to come up with leading questions for the cognitive and neurophysiological investigation of language processing. This statement is even more puzzling, as it is difficult to name serious research in psycholinguistics or in neurophysiological aspects of language processing that is not informed by theoretical notions rooted in linguistics, many of them derived from generative grammar. To cite just one case: Recursion has been proposed – perhaps unjustly so – as the single property that distinguishes human language processing from other animal communication systems; this has led to the identification of special brain regions and pathways of recursive language processing (cf. Friederici 2009). (shrink)

A probabilistic Chomsky–Schützenberger hierarchy of grammars is introduced and studied, with the aim of understanding the expressive power of generative models. We offer characterizations of the distributions definable at each level of the hierarchy, including probabilistic regular, context-free, (linear) indexed, context-sensitive, and unrestricted grammars, each corresponding to familiar probabilistic machine classes. Special attention is given to distributions on (unary notations for) positive integers. Unlike in the classical case where the "semi-linear" languages all collapse into the regular languages, using analytic tools (...) adapted from the classical setting we show there is no collapse in the probabilistic hierarchy: more distributions become definable at each level. We also address related issues such as closure under probabilistic conditioning. (shrink)

semantic minimalism and moderte contextualism.

Explicatures are not cancellable. Theoretical considerations.

By the early part of the twentieth century, academia in the English-speaking world had stabilized (or ossified!) into a set of scientific and humanistic disciplines that still survives at the century’s end. The natural sciences have such disciplines as physics, chemistry, and biology, and the social sciences include economics, psychology, and sociology. These disciplines provide a convenient organizing principle for university departments and professional organizations, but they often bear little relation to cuttingedge research, which can concern topics that cut across (...) or occur at the boundaries of two or more of the established disciplines. When this happens, productive research and teaching must be interdisciplinary. Cognitive science is the interdisciplinary study of mind, embracing psychology, artificial intelligence, philosophy, neuroscience, linguistics, and anthropology. It is undoubtedly one of the major interdisciplinary successes of the twentieth century, with its own society, journal, and textbooks, and with more than sixty cognitive science programs established at universities in North American and Europe. This paper is an attempt to answer the question: What are the factors contributing to the success of the interdisciplinary field of cognitive science? My discussion is organized around the metaphor of the trading zone, a novel and fertile analogy that Gallison (1997) developed for his rich and detailed discussion of the practices of twentieth-century physics. To understand the diverse groups of December 1, 2006 experimenters and theoreticians, Gallison presents their interactions in terms of the trading zones described by anthropologists: Subcultures trade. Anthropologists have extensively studied how different groups, with radically different ways of dividing up the world and symbolically organizing its parts, can not only exchange goods but also depend essentially on those trades.. (shrink)

The purpose of this paper is to present and describe a new method for studying pre-speech language. The suggested approach allows correlate epistemology of linguistics to the ideological tradition of other scientific disciplines. Method is based on three linguistic categories – nouns, verbs, and interjections in their motor and expressive qualities – and their relation to the three basic forms of art – graphics (visual art), movement (dance), and sound (music). The study considers this correlation as caused by the nature (...) of the human receptor system. This method explains the nature of art and the phenomenon of aesthetics and allows for the chronological arrangement of important cultural processes; it identifies the fundamental unanimity of the semiotic nature of language and art. (shrink)

Clark and Chalmers (1998) defend the hypothesis of an ‘Extended Mind’, maintaining that beliefs and other paradigmatic mental states can be implemented outside the central nervous system or body. Aspects of the problem of ‘language acquisition’ are considered in the light of the extended mind hypothesis. Rather than ‘language’ as typically understood, the object of study is something called ‘utterance-activity’, a term of art intended to refer to the full range of kinetic and prosodic features of the on-line behaviour of (...) interacting humans. It is argued that utterance activity is plausibly regarded as jointly controlled by the embodied activity of interacting people, and that it contributes to the control of their behaviour. By means of specific examples it is suggested that this complex joint control facilitates easier learning of at least some features of language. This in turn suggests a striking form of the extended mind, in which infants’ cognitive powers are augmented by those of the people with whom they interact. (shrink)

I propose a new approach to the constitutive problem of psychology ‘what is mind?’ The first section introduces modifications of the received scope, methodology, and evaluation criteria of unified theories of cognition in accordance with the requirements of evolutionary compatibility and of a mature science. The second section outlines the proposed theory. Its first part provides empirically verifiable conditions delineating the class of meaningful neural formations and modifies accordingly the traditional conceptions of meaning, concept and thinking. This analysis is part (...) of a theory of communication in terms of inter-level systems of primitives that proposes the communication-understanding principle as a psychological invariance. It unifies a substantial amount of research by systematizing the notions of meaning, thinking, concept, belief, communication, and understanding and leads to a minimum vocabulary for this core system of mental phenomena. Its second part argues that written human language is the key characteristic of the artificially natural human mind. Overall, the theory both supports Darwin’s continuity hypothesis and proposes that the mental gap is within our own species. (shrink)

In this article, I address epistemological questions regarding the status of linguistic rules and the pervasive--though seldom discussed--tension that arises between theory-driven object perception by linguists on the one hand, and ordinary speakers' possible intuitive knowledge on the other hand. Several issues will be discussed using examples from French verb morphology, based on the 6500 verbs from Le Petit Robert dictionary (2013).

The 20 sup > th /sup > century has been a tumultuous time in psychology -- a century in which the discipline struggled with basic questions about its intellectual identity, but nonetheless managed to achieve spectacular growth and maturation. It’s not surprising, then, that psychology has attracted sustained philosophical attention and stimulated rich philosophical debate. Some of this debate was aimed at understanding, and sometimes criticizing, the assumptions, concepts and explanatory strategies prevailing in the psychology of the time. But much (...) philosophical work has also been devoted to exploring the implications of psychological findings and theories for broader philosophical questions like: Are humans really rational animals? How malleable is human nature? and Do we have any innate knowledge or innate ideas? One particularly noteworthy fact about philosophy of psychology in the 20 sup > th /sup > century is that, in the last quarter of the century, the distinction between psychology and the philosophy of psychology began to dissolve as philosophers played an increasingly active role in articulating and testing empirical theories about the mind and psychologists became increasingly interested in the philosophical underpinnings and implications of their work. Our survey is divided into five sections, each focusing on an important theme in 20 sup > th /sup > century psychology which has been the focus of philosophical attention and has benefited from philosophical scrutiny. (shrink)

The main idea of this book is that perceiving is a way of acting. Perception is not something that happens to us, or in us. It is something we do. Think of a blind person tap-tapping his or her way around a cluttered space, perceiving that space by touch, not all at once, but through time, by skillful probing and movement. This is, or at least ought to be, our paradigm of what perceiving is. The world makes itself available to (...) the perceiver through physical movement and interaction. In this book I argue that all perception is touch-like in this way: perceptual experience acquires content thanks to our possession of bodily skills. What we perceive is determined by what we do ; it is determined by what we are ready to do. In ways I try to make precise, we enact our perceptual experience; we act it out. (shrink)

I argue that there exists a natural kind social bias that subsumes seemingly heterogenous cases of implicit bias and other forms of social cognition. I explore the implications of this explicated notion of bias for the organization of the mind, theories of consciousness, and the system-dependence of biases.

∗Thanks to J. C. Beall, Alex Byrne, Jason Decker, Tyler Doggett, Paul Elbourne, Adam Elga, Warren Goldfarb, Delia Graff, Richard Heck, Charles Parsons, Mark Richard, Susanna Siegel, Jason Stanley, Judith Thomson, Carol Voeller, Brian Weatherson, Ralph Wedgwood, Steve Yablo, Cheryl Zoll, and an anonymous referee for valuable comments and discussions. Versions of this material were presented in my seminar at MIT in the Fall of 2000, and at the University of Maryland, Baltimore County. Parts of this paper also derive from (...) my comments on a paper of Scott Soames at the ‘Liars and Heaps’ conference at the University of Connecticut in the Fall of 2002. I am grateful for the help of these audiences, and especially to Prof. Soames. (shrink)

In a series of articles (Pagin, 2004, 2009), Peter Pagin has argued that assertion is not a social speech act, introducing a method (which we baptize ‘the P-test’) designed to refute any account that defines assertion in terms of its social effects. This paper contends that Pagin's method fails to rebut the thesis that assertion is social. We show that the P-test is both unreliable (because it overgenerates counterexamples) and counterproductive (because it ultimately provides evidence in favor of some social (...) accounts). Nonetheless, we contend that assertion is not fully social. We defend an intermediate view according to which assertion is only a partly social speech act: assertions both commit the speaker to a proposition (a social component) and present their propositional content as true (a non-social component). The upshot is that assertion is in some important respect social, although it cannot be defined solely in terms of its social effects. (shrink)

La tesis aborda uno de los temas centrales en la filosofía de la mente y las ciencias cognitivas: los conceptos como unidades básicas de la cognición humana. La tesis central que se defiende es que el contenido de los conceptos es determinado parcialmente por las comunidades a las que pertenecen los sujetos cognitivos, en la medida en la que dichas comunidades guían y constriñen las interacciones entre el sistema cognitivo conceptual y el entorno del que forma conceptos. La novedad de (...) la tesis es doble. Por una parte, cuestiona las teorías dominantes sobre el contenido de los conceptos —las teorías descriptivistas y las teorías naturalistas—, no solamente a partir de desafíos filosóficos que muestran sus limitaciones, sino también a partir de evidencia empírica sobre el efecto de las interacciones sociales en el contenido de los conceptos y, por tanto, en la cognición. Por otra parte, proporciona evidencia empírica sobre infantes ferales (i.e. niños salvajes), cuyo sistema cognitivo conceptual no ha recibido la guía de ninguna comunidad humana en sus interacciones con el entorno. Dicha evidencia permite sugerir que una explicación puramente naturalizada del contenido, sin la presencia de las comunidades, no puede explicar el desarrollo cognitivo conceptual de dichos infantes. Así, la tesis logra proponer un papel no trivial de las comunidades en el debate sobre la determinación del contenido semántico de los conceptos. (shrink)

We show how an epistemology informed by cognitive science promises to shed light on an ancient problem in the philosophy of mathematics: the problem of exactness. The problem of exactness arises because geometrical knowledge is thought to concern perfect geometrical forms, whereas the embodiment of such forms in the natural world may be imperfect. There thus arises an apparent mismatch between mathematical concepts and physical reality. We propose that the problem can be solved by emphasizing the ways in which the (...) brain can transform and organize its perceptual intake. It is not necessary for a geometrical form to be perfectly instantiated in order for perception of such a form to be the basis of a geometrical concept. (shrink)

The present paradigm involved manipulating the congruency of the perceptual processing during the study and test phases of a recognition memory task. During each trial, a gaze-contingent window was used to limit the stimulus display to a region either inside or outside a 108 square centred on the participant’s point of gaze, constituting the Central and Peripheral viewing modes respectively. The window position changed in real time in concert with changes in gaze position. Four experiments documented better task performance when (...) viewing modes at encoding and retrieval matched than when they mismatched (i.e., perceptual specificity effects). Viewing mode congruency effects were demonstrated with both verbal and non-verbal stimuli. The present research is motivated and discussed in terms of theoretical views proposed in the 1970s including the levels-of-processing framework and the proceduralist viewpoint. In addition, implications for current processing and multiple systems views of memory are outlined. (shrink)

This thesis addresses philosophical problems concerning improper assertions. The first part considers the issue of defining lying: here, against a standard view, I argue that a lie need not intend to deceive the hearer. I define lying as an insincere assertion, and then resort to speech act theory to develop a detailed account of what an assertion is, and what can make it insincere. Even a sincere assertion, however, can be improper (e.g., it can be false, or unwarranted): in the (...) second part of the thesis, I consider these kinds of impropriety. An influential hypothesis maintains that proper assertions must meet a precise epistemic standard, and several philosophers have tried to identify this standard. After reviewing some difficulties for this approach, I provide an innovative solution to some known puzzles concerning the permissibility of false assertions. In my view, assertions purport to aim at truth, but they are not subject to a norm that requires speakers to assert a proposition only if it is true. (shrink)

Recently it has been proposed that humans possess an innate, domain-specific moral faculty, and that this faculty might be fruitfully understood by drawing a close analogy with nativist theories in linguistics. This Linguistic Analogy hypothesizes that humans share a universal moral grammar. In this paper I argue that this conception is deeply flawed. After profiling a recent and appealing account of universal moral grammar, I suggest that recent empirical findings reveal a significant flaw, which takes the form of a dilemma: (...) either there is something wrong with the moral grammar model because we do not actually possess the innate contents it says we have, or the moral grammar model is simply the wrong model of moral cognition. In light of this dilemma, I conclude we ought to be skeptical that the Linguistic Analogy can adequately serve as a general account of moral cognition. (shrink)

Noam Chomsky, “evrensel dil” düşüncesini içeren önemli dil kuramıyla zihin felsefesi ve bilişsel bilim alanında yeni bir yaklaşımın doğmasını sağlamıştır. Chomsky, Kartezyen felsefeyi temel alan dilbilim kuramı çerçevesinde, dil yetisini insana özgü olan zihinsel bir başarı olarak görmektedir. Bu bakımdan Chomsky, dil-zihin ilişkisi konusunda kendisinden önceki filozoflardan oldukça farklı bir yaklaşıma sahiptir. Dolayısıyla bu çalışma, Chomsky’nin dilbilim kuramı çerçevesinde dil ile zihin arasında nasıl bir bağ kurduğunu ve bu bağın yeryüzünde farklı diller konuşan farklı kültürden insanların bir arada yaşamalarını mümkün (...) kılması bakımından önemini sorgulamayı konu edinmektedir. Bu bağlamda çalışmada Chomsky’nin düşüncelerinden hareketle, dilin insanın zihinsel süreçlerine ne türden katkılar sağladığını açıklığa kavuşturmak amaçlanmaktadır. Bu amaç doğrultusunda felsefe tarihinde tartışılagelmiş dil-zihin sorunlarına ilişkin Chomsky’nin düşünceleri deneyci görüşler ve düalist yaklaşımlarla karşılaştırılarak irdelenecektir. (shrink)

Tarski's analysis of the concept of truth gives rise to a hierarchy of languages. Does this fragment the concept all the way to philosophical unacceptability? I argue it doesn't, drawing on a modification of Kaplan's theory of indexicals.

The rejection of behaviorism in the 1950s and 1960s led to the view, due mainly to Noam Chomsky, that language must be studied by looking at the mind and not just at behavior. It is an understatement to say that Chomskyan linguistics dominates the field. Despite being the overwhelming majority view, it has not gone unchallenged, and the challenges have focused on different aspects of the theory. What is almost universally accepted, however, is Chomsky’s view that understanding language demands a (...) theory that posits mental states that represent rules of language. Call this claim, following Cowie (1999), Representationalism or (R). According to (R), ‘‘[e]xplaining language mastery and acquisition requires the postulation of contentful mental states and processes involving their manipulation’’ (Cowie, 1999, p. 154). Although (R) is nothing more than the general assumption on which cognitive psychology is founded applied to the case of language, even it has had its detractors. Critics have argued that linguistic competence should not in fact be thought of as based on the possession of a body of linguistic knowledge but should be thought of, rather, as a kind of skill. This is an important challenge because one might be inclined to think that no recognizable form of Chomskyan linguistics could withstand the falsification of (R). In this paper we attempt to show that in fact (R) could be false without doing much damage to Chomskyan linguistics at all. Indeed, it is possible that the Chomskyan position could be made more coherent by adopting the view we will sketch. Our claim, therefore, is that critics of (R) might be right, but that this does not obviously make them serious critics of the Chomskyan program. (shrink)

This peer-reviewed paper intervenes in debates relating to overarching themes that impact upon mass media studies, communication theory and theories of cognition more generally. In particular, the paper discusses issues involving how our ordinary psychological thinking relates to norms of rationality (and how these latter are conceived). In essence, I argue against a dominant approach taken by Christopher Peacocke, that rationality can be grounded in the possession of certain concepts. The article makes a new contribution to the field by arguing (...) against the dominant approach on two grounds: (a) it fails to distinguish between true and false normative commitments; (b) it is empirically unsound. In response, I briefly offer suggestions towards an alternative, and psychologically tractable, account of rational commitment. Presentations of earlier drafts of the paper were given at a seminar at the Centre for Study of Mind and Nature, Oslo, as well as the conference of the European Society for Philosophy and Psychology. (shrink)