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  1. Personal memories.Marina Trakas - 2015 - Dissertation, Macquarie University
    This thesis is intended to analyze a mental phenomenon widely neglected in current philosophical discussions: personal memories. The first part presents a general framework to better understand what personal memories are, how we access our personal past and what we access about our personal past. Chapter 1 introduces traditional theories of memory: direct realism and representationalism in their different versions, as well as some objections. I defend here a particular form of representationalism that is based on the distinction between content, (...)
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  • The role of deliberate practice in the acquisition of expert performance.K. Anders Ericsson, Ralf T. Krampe & Clemens Tesch-Römer - 1993 - Psychological Review 100 (3):363-406.
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  • Methods for Measuring Breadth and Depth of Knowledge.Doris J. F. McIllwain & John Sutton - 2015 - In Damion Farrow & Joe Baker (eds.), The Routledge Handbook of Sport Expertise. Routledge.
    In elite sport, the advantages demonstrated by expert performers over novices are sometimes due in part to their superior physical fitness or to their greater technical precision in executing specialist motor skills. However at the very highest levels, all competitors typically share extraordinary physical capacities and have supremely well-honed techniques. Among the extra factors which can differentiate between the best performers, psychological skills are paramount. These range from the capacities to cope under pressure and to bounce back from setbacks, to (...)
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  • (1 other version)Characteristics of dissociable human learning systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-395.
    A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, between learning that takes place with versus without concurrent awareness, and between learning that involves the encoding of instances versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning derived from subliminal learning, (...)
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  • Whither learning, whither memory?Michael A. Stadler & Peter A. Frensch - 1994 - Behavioral and Brain Sciences 17 (3):423-424.
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  • Numerals as triggers of System 1 and System 2 in the ‘bat and ball’ problem.Antonio Mastrogiorgio & Enrico Petracca - 2014 - Mind and Society 13 (1):135-148.
    The ‘bat and ball’ is one of the problems most frequently employed as a testbed for research on the dual-system hypothesis of reasoning. Frederick (J Econ Perspect 19:25–42, 2005) is the first to envisage the possibility that different numerical arrangements of the ‘bat and ball’ problem could lead to different dynamics of activation of the dual-system, and so to different performances of subjects in task accomplishment. This possibility has triggered a strand of research oriented to accomplish ‘sensitivity analyses’ of the (...)
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  • Conflict monitoring in dual process theories of thinking.Wim De Neys & Tamara Glumicic - 2008 - Cognition 106 (3):1248-1299.
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  • Problem spaces, language and connectionism: Issues for cognition.Patrick Suppes - 1992 - Behavioral and Brain Sciences 15 (3):457-458.
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  • Cognition and simulation.N. E. Wetherick - 1992 - Behavioral and Brain Sciences 15 (3):462-463.
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  • Précis of Unified theories of cognition.Allen Newell - 1992 - Behavioral and Brain Sciences 15 (3):425-437.
    The book presents the case that cognitive science should turn its attention to developing theories of human cognition that cover the full range of human perceptual, cognitive, and action phenomena. Cognitive science has now produced a massive number of high-quality regularities with many microtheories that reveal important mechanisms. The need for integration is pressing and will continue to increase. Equally important, cognitive science now has the theoretical concepts and tools to support serious attempts at unified theories. The argument is made (...)
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  • Unified psychobiological theory.Duane Quiatt - 1992 - Behavioral and Brain Sciences 15 (3):454-455.
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  • On leaving your children wrapped in thought.James Russell - 1993 - Behavioral and Brain Sciences 16 (1):76-77.
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  • Theory-theory theory.Howard Rachlin - 1993 - Behavioral and Brain Sciences 16 (1):72-73.
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  • Matching and mental-state ascription.Ian Pratt - 1993 - Behavioral and Brain Sciences 16 (1):71-72.
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  • Representational development and theory-of-mind computations.David C. Plaut & Annette Karmiloff-Smith - 1993 - Behavioral and Brain Sciences 16 (1):70-71.
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  • A plea for the second functionalist model and the insufficiency of simulation.Josef Perner - 1993 - Behavioral and Brain Sciences 16 (1):66-67.
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  • Developmental evidence and introspection.Shaun Nichols - 1993 - Behavioral and Brain Sciences 16 (1):64-65.
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  • Mismatching categories?William Edward Morris & Robert C. Richardson - 1993 - Behavioral and Brain Sciences 16 (1):62-63.
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  • Functionalism can explain self-ascription.Brian Loar - 1993 - Behavioral and Brain Sciences 16 (1):58-60.
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  • On behalf of phenomenological parity for the attitudes.Keith Gunderson - 1993 - Behavioral and Brain Sciences 16 (1):46-47.
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  • The psychologist's fallacy.Philip David Zelazo & Douglas Frye - 1993 - Behavioral and Brain Sciences 16 (1):89-90.
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  • Why Alison Gopnik should be a behaviorist.Nicholas S. Thompson - 1993 - Behavioral and Brain Sciences 16 (1):83-84.
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  • Three questions for Goldman.Andrew Woodfield - 1993 - Behavioral and Brain Sciences 16 (1):86-87.
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  • Categories, categorisation and development: Introspective knowledge is no threat to functionalism.Kim Sterelny - 1993 - Behavioral and Brain Sciences 16 (1):81-83.
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  • Gesture offers insight into problem‐solving in adults and children.Philip Garber & Susan Goldin-Meadow - 2002 - Cognitive Science 26 (6):817-831.
    When asked to explain their solutions to a problem, both adults and children gesture as they talk. These gestures at times convey information that is not conveyed in speech and thus reveal thoughts that are distinct from those revealed in speech. In this study, we use the classic Tower of Hanoi puzzle to validate the claim that gesture and speech taken together can reflect the activation of two cognitive strategies within a single response. The Tower of Hanoi is a well‐studied (...)
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  • Cross‐National Comparisons of Complex Problem‐Solving Strategies in Two Microworlds.C. Dominik Güss, Ma Teresa Tuason & Christiane Gerhard - 2010 - Cognitive Science 34 (3):489-520.
    Research in the fields of complex problem solving (CPS) and dynamic decision making using microworlds has been mainly conducted in Western industrialized countries. This study analyzes the CPS process by investigating thinking‐aloud protocols in five countries. Participants were 511 students from Brazil, Germany, India, the Philippines, and the United States who worked on two microworlds. On the basis of cultural‐psychological theories, specific cross‐national differences in CPS strategies were hypothesized. Following theories of situatedness of cognition, hypotheses about the specific frequency of (...)
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  • Reporting on Past Psychological States: Beliefs, Desires, and Intentions.Alfred Mele - 1993 - Behavioral and Brain Sciences 16 (1):61.
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  • Insight and strategy in multiple-cue learning.David R. Shanks - 2006 - Journal of Experimental Psychology: General 135 (2):162-183.
    Insight and strategy 2 Abstract In multiple-cue learning (also known as probabilistic category learning) people acquire information about cue-outcome relations and combine these into predictions or judgments. Previous studies claim that people can achieve high levels of performance without explicit knowledge of the task structure or insight into their own judgment policies. It has also been argued that people use a variety of suboptimal strategies to solve such tasks. In three experiments we re-examined these conclusions by introducing novel measures of (...)
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  • Task unrelated thought: The role of distributed processing.J. Smallwood - 2003 - Consciousness and Cognition 12 (2):169-189.
    Task unrelated thought refers to thought directed away from the current situation; for example, a day dream. Encapsulated models of cognition propose that qualitative changes in consciousness, i.e., the production of TUT, can be explained in terms of changes in the quantity of resources deployed for task completion. In contrast, distributed models of cognition emphasize the importance of holistic processes in the generation and maintenance of task focus and are consistent with the effects of higher order variables such as schemata. (...)
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  • Does bodily awareness interfere with highly skilled movement?Barbara Montero - 2010 - Inquiry: An Interdisciplinary Journal of Philosophy 53 (2):105 – 122.
    It is widely thought that focusing on highly skilled movements while performing them hinders their execution. Once you have developed the ability to tee off in golf, play an arpeggio on the piano, or perform a pirouette in ballet, attention to what your body is doing is thought to lead to inaccuracies, blunders, and sometimes even utter paralysis. Here I re-examine this view and argue that it lacks support when taken as a general thesis. Although bodily awareness may often interfere (...)
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  • (1 other version)Skepticism about persons.John M. Doris - 2009 - Philosophical Issues 19 (1):57-91.
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  • Unconscious influences on decision making: A critical review.Ben R. Newell & David R. Shanks - 2014 - Behavioral and Brain Sciences 37 (2):1-19.
    To what extent do we know our own minds when making decisions? Variants of this question have preoccupied researchers in a wide range of domains, from mainstream experimental psychology to cognitive neuroscience and behavioral economics. A pervasive view places a heavy explanatory burden on an intelligent cognitive unconscious, with many theories assigning causally effective roles to unconscious influences. This article presents a novel framework for evaluating these claims and reviews evidence from three major bodies of research in which unconscious factors (...)
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  • Think-aloud protocols and the selection task: Evidence for relevance effects and rationalisation processes.Erica Lucas & Linden Ball - 2005 - Thinking and Reasoning 11 (1):35 – 66.
    Two experiments are reported that employed think-aloud methods to test predictions concerning relevance effects and rationalisation processes derivable from Evans' (1996) heuristic-analytic theory of the selection task. Evans' account proposes that card selections are triggered by relevance-determining heuristics, with analytic processing serving merely to rationalise heuristically cued decisions. As such, selected cards should be associated with more references to both their facing and their hidden sides than rejected cards, which are not subjected to analytic rationalisation. Experiment 1 used a standard (...)
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  • Intentionality, mind and folk psychology.Winand H. Dittrich & Stephen E. G. Lea - 1993 - Behavioral and Brain Sciences 16 (1):39-41.
    The comment addresses central issues of a "theory theory" approach as exemplified in Gopnik' and Goldman's BBS-articles. Gopnik, on the one hand, tries to demonstrate that empirical evidence from developmental psychology supports the view of a "theory theory" in which common sense beliefs are constructed to explain ourselves and others. Focusing the informational processing routes possibly involved we would like to argue that his main thesis (e.g. idea of intentionality as a cognitive construct) lacks support at least for two reasons: (...)
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  • Heterophenomenology and phenomenological skepticism.Jean-Michel Roy - 2007 - Phenomenology and the Cognitive Sciences 6 (1-2):1-20.
    This paper is an attempt to clarify and assess Dennett’s opinion about the relevance of the phenomenological tradition to contemporary cognitive science, focussing on the very idea of a phenomenological investigation. Dennett can be credited with four major claims on this topic: (1) Two kinds of phenomenological investigations must be carefully distinguished: autophenomenology and heterophenomenology; (2) autophenomenology is wrong, because it fails to overcome what might be called the problem of phenomenological scepticism; (3) the phenomenological tradition mainly derived from Husserl (...)
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  • The electrophysiology of introspection.Morten Overgaard, Mika Koivisto, Thomas Alrik Sørensen, Signe Vangkilde & Antti Revonsuo - 2006 - Consciousness and Cognition 15 (4):662-672.
    To study whether the distinction between introspective and non-introspective states of mind is an empirical reality or merely a conceptual distinction, we measured event-related potentials elicited in introspective and non-introspective instruction conditions while the observers were trying to detect the presence of a masked stimulus. The ERPs indicated measurable differences related to introspection in both preconscious and conscious processes. Our data support the hypothesis that introspective states empirically differ from non-introspective states.
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  • ‘Introspectionism’ and the mythical origins of scientific psychology.Alan Costall - 2006 - Consciousness and Cognition 15 (4):634-654.
    According to the majority of the textbooks, the history of modern, scientific psychology can be tidily encapsulated in the following three stages. Scientific psychology began with a commitment to the study of mind, but based on the method of introspection. Watson rejected introspectionism as both unreliable and effete, and redefined psychology, instead, as the science of behaviour. The cognitive revolution, in turn, replaced the mind as the subject of study, and rejected both behaviourism and a reliance on introspection. This paper (...)
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  • (1 other version)Characteristics of dissociable human learning systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-447.
    A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, (1) between learning that takes place with versus without concurrent awareness, and (2) between learning that involves the encoding of instances (or fragments) versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning (...)
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  • A software agent model of consciousness.Stan Franklin & Art Graesser - 1999 - Consciousness and Cognition 8 (3):285-301.
    Baars (1988, 1997) has proposed a psychological theory of consciousness, called global workspace theory. The present study describes a software agent implementation of that theory, called ''Conscious'' Mattie (CMattie). CMattie operates in a clerical domain from within a UNIX operating system, sending messages and interpreting messages in natural language that organize seminars at a university. CMattie fleshes out global workspace theory with a detailed computational model that integrates contemporary architectures in cognitive science and artificial intelligence. Baars (1997) lists the psychological (...)
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  • First- and third-person approaches in implicit learning research.Vinciane Gaillard, Muriel Vandenberghe, Arnaud Destrebecqz & Axel Cleeremans - 2006 - Consciousness and Cognition 15 (4):709-722.
    How do we find out whether someone is conscious of some information or not? A simple answer is “We just ask them”! However, things are not so simple. Here, we review recent developments in the use of subjective and objective methods in implicit learning research and discuss the highly complex methodological problems that their use raises in the domain.
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  • (1 other version)The psychology of folk psychology.Alvin I. Goldman - 1993 - Behavioral and Brain Sciences 16 (1):15-28.
    The central mission of cognitive science is to reveal the real nature of the mind, however familiar or foreign that nature may be to naive preconceptions. The existence of naive conceptions is also important, however. Prescientific thought and language contain concepts of the mental, and these concepts deserve attention from cognitive science. Just as scientific psychology studies folk physics (McCloskey 1983, Hayes 1985), viz., the common understanding (or misunderstanding) of physical phenomena, so it must study folk psychology, the common understanding (...)
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  • Confirmation and the computational paradigm, or, why do you think they call it artificial intelligence?David J. Buller - 1993 - Minds and Machines 3 (2):155-81.
    The idea that human cognitive capacities are explainable by computational models is often conjoined with the idea that, while the states postulated by such models are in fact realized by brain states, there are no type-type correlations between the states postulated by computational models and brain states (a corollary of token physicalism). I argue that these ideas are not jointly tenable. I discuss the kinds of empirical evidence available to cognitive scientists for (dis)confirming computational models of cognition and argue that (...)
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  • (2 other versions)The primacy of conscious decision making.David R. Shanks & Ben R. Newell - 2014 - Behavioral and Brain Sciences 37 (1):45-61.
    The target article sought to question the common belief that our decisions are often biased by unconscious influences. While many commentators offer additional support for this perspective, others question our theoretical assumptions, empirical evaluations, and methodological criteria. We rebut in particular the starting assumption that all decision making is unconscious, and that the onus should be on researchers to prove conscious influences. Further evidence is evaluated in relation to the core topics we reviewed (multiple-cue judgment, deliberation without attention, and decisions (...)
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  • A Review on Research and Evaluation Methods for Investigating Self-Transcendence.Alexandra Kitson, Alice Chirico, Andrea Gaggioli & Bernhard E. Riecke - 2020 - Frontiers in Psychology 11:547687.
    Self-transcendence has been characterized as a decrease in self-saliency (ego disillusionment) and increased connection, and has been growing in research interest in the past decade. Several measures have been developed and published with some degree of psychometric validity and reliability. However, to date, there has been no review systematically describing, contrasting, and evaluating the different methodological approaches toward measuring self-transcendence including questionnaires, neurological and physiological measures, and qualitative methods. To address this gap, we conducted a review to describe existing methods (...)
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  • Students’ evaluation of the trustworthiness of historical sources: Procedural knowledge and task value as predictors of student performance.Maartje van der Eem, Jannet van Drie, Saskia Brand-Gruwel & Carla van Boxtel - 2023 - Journal of Social Studies Research 47 (1):64-76.
    Evaluating the trustworthiness of sources is important in today’s society. However, research has shown that students struggle when applying this skill. This study in history education aims to gain insight into students’ procedural knowledge about evaluating the trustworthiness of sources and into the value students attach to learning this skill. Grade 9 students (N = 132) performed tasks and filled out a questionnaire. Students applied more correct criteria of trustworthiness than they reported knowing. They considered this skill somewhat important and (...)
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  • Rethinking Thinking About Thinking: Against a Pedagogical Imperative to Cultivate Metacognitive Skills.Lauren R. Alpert - 2021 - Dissertation, City College of New York (Cuny)
    In summaries of “best practices” for pedagogy, one typically encounters enthusiastic advocacy for metacognition. Some researchers assert that the body of evidence supplied by decades of education studies indicates a clear pedagogical imperative: that if one wants their students to learn well, one must implement teaching practices that cultivate students’ metacognitive skills. -/- In this dissertation, I counter that education research does not impose such a mandate upon instructors. We lack sufficient and reliable evidence from studies that use the appropriate (...)
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  • Valence, form, and content of self-talk predict sport type and level of performance.Johanne Nedergaard, Mark Schram Christensen & Mikkel Wallentin - 2021 - Consciousness and Cognition 89 (C):103102.
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  • Book: Cognitive Design for Artificial Minds.Antonio Lieto - 2021 - London, UK: Routledge, Taylor & Francis Ltd.
    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, (...)
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  • On the Relation between AHA Experiences' and the Construction of Ideas.Howard E. Gruber - 1981 - History of Science 19 (1):41-59.
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  • Skilled action.Wayne Christensen - 2019 - Philosophy Compass 14 (11):e12631.
    I focus on problems defining skill and a core theoretical dispute over whether skilled action is largely automatic or consciously controlled. The dominant view in philosophy and psychology has been that skills are automatic, but an emerging body of work suggests that conscious cognition plays a significant role.
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