The empirical literature on phenomenal causality (i.e., the notion that causality can be perceived) is reviewed. In Part I of this two-part series, different potential types of phenomenal causality (launching, triggering, reaction, tool, entraining, traction, braking, enforced disintegration and bursting, coordinated movement, penetration, expulsion) are described. Stimulus variables (temporal gap, spatial gap, spatial overlap, direction, absolute velocity, velocity ratio, trajectory length, radius of action, size, motion type, modality, animacy) and observer variables (attention, eye movements and fixation, prior experience, intelligence, age, (...) culture, psychopathology) that influence phenomenal causality are reviewed. This provides the necessary background for consideration in Part II (Hubbard, in press) of broader questions regarding properties of phenomenal causality, empirical and theoretical connections of phenomenal causality to other perceptual or cognitive phenomena or processes, and potential mechanisms and models of phenomenal causality. (shrink)

The empirical literature on phenomenal causality (the notion that causality can be perceived) is reviewed. Different potential types of phenomenal causality and variables that influence phenomenal causality were considered in Part I (Hubbard 2012b) of this two-part series. In Part II, broader questions regarding properties of phenomenal causality and connections of phenomenal causality to other perceptual or cognitive phenomena (different types of phenomenal causality, effects of spatial and temporal variance, phenomenal causality in infancy, effects of object properties, naïve physics, spatial (...) localization, other illusions, amodal completion, Gestalt principles of perceptual grouping, effects of context, differences between physical and social causality, effects of learning and experience, individual differences, effects of predictability, asymmetry in phenomenal causality, differences between perceived causality and perceived force, phenomenal causality in nonhuman animals) are considered. Potential mechanisms of phenomenal causality (inference from contiguity, a priori understanding, ampliation, perceptual learning, stimulus activity, beliefs regarding kinematics, haptic experience, beliefs regarding impetus, postdiction, innateness, modularity, specific neural structures) are also considered. (shrink)

Philosophical orthodoxy has it that intentional action consists in one’s intention appropriately causing a motion of one’s body, placing the latter as (conceptually and/or metaphysically) prior to the former. Here I argue that this standard schema should be reversed: acting intentionally is at least conceptually prior to intending. The argument is modelled on a Williamsonian argument for the priority of knowledge developed by Jenifer Nagel. She argues that children acquire the concept KNOWS before they acquire BELIEVES, building on this alleged (...) developmental priority of knowledge to establish its conceptual priority. I start by taking a closer look at Nagel’s argument, canvassing extant objections to do both with the empirical adequacy of her claims and their philosophical implications. Doing so allows me in the second part of the paper to draw lessons that inform the construction of a revamped parallel argument for the priority of ACTS INTENTIONALLY. (shrink)