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  1. Which Words are Hard for Autistic Children to Learn?Graham Schafer, Tim I. Williams & Philip T. Smith - 2013 - Mind and Language 28 (5):661-698.
    Motivated by accounts of concept use in autistic spectrum disorder (ASD) and a computational model of weak central coherence (O'Loughlin and Thagard, 2000) we examined comprehension and production vocabulary in typically-developing children and those with ASD and Down syndrome (DS). Controlling for frequency, familiarity, length and imageability, Colorado Meaningfulness played a hitherto unremarked role in the vocabularies of children with ASD. High Colorado Meaningful words were underrepresented in the comprehension vocabularies of 2- to 12-year-olds with ASD. The Colorado Meaningfulness of (...)
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  • (1 other version)Imagination.Tamar Szabó Gendler - 2012 - In Ed Zalta (ed.), Stanford Encyclopedia of Philosophy. Stanford Encyclopedia of Philosophy.
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  • An explanation for normal and anomalous drawing ability and some implications for research on perception and imagery.Jennifer A. McMahon - 2006 - Visual Arts Research 28 (1):38-52.
    The aim of this paper is to draw the attention of those conducting research on imagery to the different kinds of visual information deployed by expert drawers compared to non-expert drawers. To demonstrate this difference I draw upon the cognitive science literature on vision and imagery to distinguish between three different ways that visual phenomena can be represented in memory: structural descriptions, denotative descriptions, and configural descriptions. Research suggests that perception and imagery deploy the same mental processes and that the (...)
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  • Reading the Minds of Others: Radical Interpretation and the Empirical Study of Childhood Cognitive Development.Manuela Ungureanu - 2004 - Dialogue 43 (3):527-554.
    RÉSUMÉ: Le point de vue de Davidson sur les concepts de croyance et de signification implicites dans nos pratiques d’attribution de croyance et de signification peut à bon droit être mis à l’épreuve par une élucidation de ses rapports avec la psychologie empirique. Mais une telle mise à l’épreuve n’a de valeur que si elle confronte d’abord l’id’e reçue voulant que sa position a peu ou pas de liens avec l’etude empirique du développement cognitif. Je défends ici une approche du (...)
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  • Convergence of biological and psychological perspectives on cognitive coordination in schizophrenia.William A. Phillips & Steven M. Silverstein - 2003 - Behavioral and Brain Sciences 26 (1):65-82.
    The concept of locally specialized functions dominates research on higher brain function and its disorders. Locally specialized functions must be complemented by processes that coordinate those functions, however, and impairment of coordinating processes may be central to some psychotic conditions. Evidence for processes that coordinate activity is provided by neurobiological and psychological studies of contextual disambiguation and dynamic grouping. Mechanisms by which this important class of cognitive functions could be achieved include those long-range connections within and between cortical regions that (...)
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  • Context, connection, and coordination: The need to switch.Robert D. Oades, Bernd Röpcke & Ljubov Oknina - 2003 - Behavioral and Brain Sciences 26 (1):97-97.
    Context, connection, and coordination (CCC) describe well where the problems that apply to thought-disordered patients with schizophrenia lie. But they may be part of the experience of those with other symptom constellations. Switching is an important mechanism to allow context to be applied appropriately to changing circumstances. In some cases, NMDA-voltage modulations may be central, but gain and shift are also functions that monoaminergic systems express in CCC.
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  • Creativity, psychosis, autism, and the social brain.Michael Fitzgerald & Ziarih Hawi - 2008 - Behavioral and Brain Sciences 31 (3):268-269.
    In the target article, Crespi & Badcock (C&B) propose a novel hypothesis based on observations that a large set of phenotypic traits exhibit diametrically opposite phenotypes in autism-spectrum versus psychotic-spectrum conditions. They propose that development of these conditions is mediated in part by alterations in This hypothesis is based on the model of the Prader-Willi and Angelman syndromes. The authors have produced a masterful discussion of the differences between psychosis and autism. Of course, another article could be written on the (...)
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  • Psychosis and autism as diametrical disorders of the social brain.Bernard Crespi & Christopher Badcock - 2008 - Behavioral and Brain Sciences 31 (3):241-261.
    Autistic-spectrum conditions and psychotic-spectrum conditions (mainly schizophrenia, bipolar disorder, and major depression) represent two major suites of disorders of human cognition, affect, and behavior that involve altered development and function of the social brain. We describe evidence that a large set of phenotypic traits exhibit diametrically opposite phenotypes in autistic-spectrum versus psychotic-spectrum conditions, with a focus on schizophrenia. This suite of traits is inter-correlated, in that autism involves a general pattern of constrained overgrowth, whereas schizophrenia involves undergrowth. These disorders also (...)
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  • Where the rubber meets the road: The importance of implementation.Deanna M. Barch & Todd S. Braver - 2003 - Behavioral and Brain Sciences 26 (1):83-84.
    Phillips & Silverstein argue that a range of cognitive disturbances in schizophrenia result from a deficit in cognitive coordination attributable to NMDA receptor dysfunction. We suggest that the viability of this hypothesis would be further supported by explicit implementation in a computational framework that can produce quantitative estimates of the behavior of both healthy individuals and individuals with schizophrenia.
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  • Autism, empathy and moral agency.Jeanette Kennett - 2002 - Philosophical Quarterly 52 (208):340-357.
    Psychopaths have long been of interest to moral philosophers, since a careful examination of their peculiar deficiencies may reveal what features are normally critical to the development of moral agency. What underlies the psychopath's amoralism? A common and plausible answer to this question is that the psychopath lacks empathy. Lack of empathy is also claimed to be a critical impairment in autism, yet it is not at all clear that autistic individuals share the psychopath's amoralism. How is empathy characterized in (...)
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  • Psycho-practice, psycho-theory and the contrastive case of autism: How practices of mind become second-nature.Victoria McGeer - 2001 - Journal of Consciousness Studies 8 (5-7):109-132.
    In philosophy, the last thirty years or so has seen a split between 'simulation theorists' and 'theory-theorists', with a number of variations on each side. In general, simulation theorists favour the idea that our knowledge of others is based on using ourselves as a working model of what complex psychological creatures are like. Theory-theorists claim that our knowledge of complex psychological creatures, including ourselves, is theoretical in character and so more like our knowledge of the world in general. The body (...)
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  • Virtues and vices – between ethics and epistemology.Nenad Cekić (ed.) - 2023 - Belgrade: Faculty of Philosophy, University of Belgrade.
    The statement everyone wants to live a fulfilled and happy life may seem simple, self-evident, and even trivial at first glance. However, upon closer philosophical analysis, can we unequivocally assert that people are truly focused on well-being? Assuming they are, the question becomes: what guidelines should be followed and how should one behave in order to achieve true well-being and attain their goals? One popular viewpoint is that cultivating moral virtues and personal qualities is essential for a life of "true" (...)
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  • Ecological-enactive account of autism spectrum disorder.Janko Nešić - 2023 - Synthese 201 (2):1-22.
    Autism spectrum disorder (ASD) is a psychopathological condition characterized by persistent deficits in social interaction and communication, and restricted, repetitive patterns of behavior and interests. To build an ecological-enactive account of autism, I propose we should endorse the affordance-based approach of the skilled intentionality framework (SIF). In SIF, embodied cognition is understood as skilled engagement with affordances in the sociomaterial environment of the ecological niche by which an individual tends toward the optimal grip. The human econiche offers a whole landscape (...)
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  • Self in Autism: A Predictive Perspective.Kelsey Perrykkad - 2021 - Dissertation, Monash University
    In this thesis, I investigated the self in autism using tools from philosophy and experimental cognitive science. Our self-representation shapes how we act in the world, and the feedback we receive in turn shapes how we represent ourselves. In the predictive processing framework I use, autism is characterised by differences in modelling or predicting the world under uncertainty which impacts both perception and action. Findings from the thesis show that individuals with more autistic traits are more prone to act early (...)
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  • Other and other waters in the river: Autism and the futility of prediction.Matthew K. Belmonte - 2020 - Behavioral and Brain Sciences 43.
    Autism has been described as a neural deficit in prediction, people with autism manifest low perceptual construal and are impaired at traversing psychological distances, and Gilead et al.'s hierarchy from iconic to multimodal to fully abstract, socially communicated representations is exactly the hierarchy of representational impairment in autism, making autism a natural behavioural and neurophysiological test case for the prediction–abstraction relationship.
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  • Semantic-Pragmatic Impairment in the Narratives of Children With Autism Spectrum Disorders.Naama Kenan, Ditza A. Zachor, Linda R. Watson & Esther Ben-Itzchak - 2019 - Frontiers in Psychology 10.
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  • (1 other version)Imagination.Shen-yi Liao & Tamar Gendler - 2019 - Stanford Encyclopedia of Philosophy.
    To imagine is to form a mental representation that does not aim at things as they actually, presently, and subjectively are. One can use imagination to represent possibilities other than the actual, to represent times other than the present, and to represent perspectives other than one’s own. Unlike perceiving and believing, imagining something does not require one to consider that something to be the case. Unlike desiring or anticipating, imagining something does not require one to wish or expect that something (...)
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  • Analogical Reasoning in Children With Autism Spectrum Disorder: Evidence From an Eye-Tracking Approach.Enda Tan, Xueyuan Wu, Tracy Nishida, Dan Huang, Zhe Chen & Li Yi - 2018 - Frontiers in Psychology 9.
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  • (1 other version)Experiencia y cuerpo animado en el espectro autista. Evaluando los alcances y límites del DSM-5.Andrés Felipe Villamil Lozano - 2017 - Ideas Y Valores 66 (S3):137-156.
    Se aborda de forma crítica la exposición del desorden del espectro autista llevada a cabo en la quinta y última edición del Diagnostic and Statistical Manual of Mental Disorders, herramienta principal de muchos psiquiatras para comprender y diagnosticar cualquier psicopatología. Con este abordaje se busca evidenciar cómo, en el DSM-5, al igual que en la interpretación inaugurada por Baron-Cohen, Leslie y Frith, se deja de lado la experiencia y el cuerpo animado del paciente, por lo que es aconsejable un nuevo (...)
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  • Semantic Verbal Fluency in Children with and without Autism Spectrum Disorder: Relationship with Chronological Age and IQ.Gemma Pastor-Cerezuela, Maria-Inmaculada Fernández-Andrés, Mireia Feo-Álvarez & Francisco González-Sala - 2016 - Frontiers in Psychology 7.
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  • Constructing a social subject.Gregory Hollin - 2014 - History of the Human Sciences 27 (4):98-115.
    This article examines three key aetiological theories of autism (meta-representations, executive dysfunction and weak central coherence), which emerged within cognitive psychology in the latter half of the 1980s. Drawing upon Foucault’s notion of ‘forms of possible knowledge’, and in particular his concept of savoir or depth knowledge, two key claims are made. First, it is argued that a particular production of autism became available to questions of truth and falsity following a radical reconstruction of ‘the social’ in which human sociality (...)
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  • NMDA synapses can bias competition between object representations and mediate attentional selection.Antonino Raffone, Jaap M. J. Murre & Gezinus Wolters - 2003 - Behavioral and Brain Sciences 26 (1):100-101.
    Phillips & Silverstein emphasize the gain-control properties of NMDA synapses in cognitive coordination. We endorse their view and suggest that NMDA synapses play a crucial role in biased attentional competition and (visual) working memory. Our simulations show that NMDA synapses can control the storage rate of visual objects. We discuss specific predictions of our model about cognitive effects of NMDA-antagonists and schizophrenia.
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  • The logic of the sociobiological model Geary-style.Diane Proudfoot - 1996 - Behavioral and Brain Sciences 19 (2):261-261.
    Geary's is the traditional view of the sexes. Yet each part of his argument – the move from sex differences in spatial ability and social preferences to a sex difference in mathematical ability, the claim that the former are biologically primary, and the sociobiological explanation of these differences – requires considerable further work. The notion of a biologically secondary ability is itself problematic.
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  • On an evolutionary model of sex differences in mathematics: Do the data support the theory?Alan Feingold - 1996 - Behavioral and Brain Sciences 19 (2):252-252.
    The target article draws on evolutionary theory to formulate a biosocial model of sex differences in quantitative abilities. Unfortunately, the data do not support some of the crucial hypotheses. The male advantage in geometry is not appreciably greater than the male advantagi in algebra, and the greater male variability in mathematics cited by Gear is not cross-culturally invariant.
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  • Second person intentional relations and the evolution of social understanding.Juan Carlos Gomez - 1996 - Behavioral and Brain Sciences 19 (1):129-130.
    Second person intentional relations, involving intentional activities directed at the perceptor, are qualitatively different from first and third person relations. They generate a peculiar, bidirectional kind of intentionality, especially in the realm of visual perception. Systems specialized in dealing with this have been selected by evolution. These systems can be considered to be the evolutionary precursors to the human theory of mind.
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  • Still far too sexy a topic.Susan F. Chipman - 1996 - Behavioral and Brain Sciences 19 (2):248-249.
    Geary is highly selective in his use of the literature on gender differences. His assumption of consistent female inferiority in mathematics is not necessarily supported by the facts.
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  • Intentional relations and social understanding.John Barresi & Chris Moore - 1996 - Behavioral and Brain Sciences 19 (1):107-122.
    Organisms engage in various activities that are directed at objects, whether real or imagined. Such activities may be termed “intentional relations.” We present a four-level framework of social understanding that organizes the ways in which social organisms represent the intentional relations of themselves and other agents. We presuppose that the information available to an organism about its own intentional relations (or first person information) is qualitatively different from the information available to that organism about other agents’ intentional relations (or third (...)
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  • On the dangers of oversimulation.Gergely Csibra & György Gergely - 1996 - Behavioral and Brain Sciences 19 (1):127-128.
    Barresi & Moore fail to provide a satisfactory account for the development of social understanding because of (1) their ambiguous characterization of the relationship between the intentional schema and shared intentional activities, (2) their underestimation of the representational capacities of infants, and (3) their overreliance on the simulationist assumption that understanding others is tantamount to sharing their experience.
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  • Cognitive coordination deficits: A necessary but not sufficient factor in the development of schizophrenia.Diane C. Gooding & Jacqueline G. Braun - 2003 - Behavioral and Brain Sciences 26 (1):89-90.
    The Phillips & Silverstein model of NMDA-mediated coordination deficits provides a useful heuristic for the study of schizophrenic cognition. However, the model does not specifically account for the development of schizophrenia-spectrum disorders. The P&S model is compared to Meehl's seminal model of schizotaxia, schizotypy, and schizophrenia, as well as the model of schizophrenic cognitive dysfunction posited by McCarley and colleagues.
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  • Logic in the study of psychiatric disorders: Executive function and rule-following.Keith Stenning & Michiel van Lambalgen - 2007 - Topoi 26 (1):97-114.
    Executive function has become an important concept in explanations of psychiatric disorders, but we currently lack comprehensive models of normal executive function and of its malfunctions. Here we illustrate how defeasible logical analysis can aid progress in this area. We illustrate using autism and attention deficit hyperactivity disorder (ADHD) as example disorders, and show how logical analysis reveals commonalities between linguistic and non-linguistic behaviours within each disorder, and how contrasting sub-components of executive function are involved across disorders. This analysis reveals (...)
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  • Methodological considerations for the mechanistic explanation of illusory representations in the context of psychopathology.Farshad Nemati - forthcoming - Phenomenology and the Cognitive Sciences:1-25.
    A mechanistic explanation is a desired outcome in many studies of perception. Such explanations require discovering the processes that contribute to the realization of a perceptual phenomenon at different levels of information processing. The present analysis aims at investigating the obstacles to develop such mechanistic explanations and their potential solutions in the context of psychopathology. Geometric-Optical Illusions (GOIs) are among perceptual phenomena that have been studied to understand psychopathology in various clinical populations. In the present analysis, the GOIs will be (...)
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  • At least you tried: The value of De Dicto concern to do the right thing.Claire Https://Orcidorg Field - 2022 - Philosophical Studies 179 (9):2707-2730.
    I argue that there are some situations in which it is praiseworthy to be motivated only by moral rightness de dicto, even if this results in wrongdoing. I consider a set of cases that are challenging for views that dispute this, prioritising concern for what is morally important in moral evaluation. In these cases, the agent is not concerned about what is morally important, does the wrong thing, but nevertheless seems praiseworthy rather than blameworthy. I argue that the views under (...)
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  • Relationship Between Theory of Mind, Emotion Recognition, and Social Synchrony in Adolescents With and Without Autism.Paula Fitzpatrick, Jean A. Frazier, David Cochran, Teresa Mitchell, Caitlin Coleman & R. C. Schmidt - 2018 - Frontiers in Psychology 9.
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  • Stabilizing autism: A Fleckian account of the rise of a neurodevelopmental spectrum disorder.Berend Verhoeff - 2014 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 46 (1):65-78.
    Using the conceptual tools of philosopher of science Ludwik Fleck, I argue that the reframing of autism as a neurodevelopmental spectrum disorder is constrained by two governing ‘styles of thought’ of contemporary psychiatry. The first is the historically conditioned ‘readiness for directed perception’ of, and thinking in terms of, ontologically distinct diseases. The clinical gaze of mental health professionals, the bureaucratic needs of health administration, the clinical and scientific utility of disease categories, and the practices of autism-oriented advocacy groups all (...)
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  • Relative Power of Specific EEG Bands and Their Ratios during Neurofeedback Training in Children with Autism Spectrum Disorder.Yao Wang, Estate M. Sokhadze, Ayman S. El-Baz, Xiaoli Li, Lonnie Sears, Manuel F. Casanova & Allan Tasman - 2015 - Frontiers in Human Neuroscience 9.
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  • Understanding visual consciousness in autism spectrum disorders.Tal Yatziv & Hilla Jacobson - 2015 - Frontiers in Human Neuroscience 9.
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  • A review of visual perspective taking in autism spectrum disorder. [REVIEW]Amy Pearson, Danielle Ropar & Antonia F. de C. Hamilton - 2013 - Frontiers in Human Neuroscience 7.
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  • The hows and whys of face memory: level of construal influences the recognition of human faces.Natalie A. Wyer, Timothy J. Hollins, Sabine Pahl & Jean Roper - 2015 - Frontiers in Psychology 6.
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  • Reasons-Responsiveness and Moral Responsibility: The Case of Autism.Nathan Stout - 2016 - The Journal of Ethics 20 (4):401-418.
    In this paper, I consider a novel challenge to John Martin Fischer and Mark Ravizza’s reasons-responsiveness theory of moral responsibility. According to their view, agents possess the control necessary for moral responsibility if their actions proceed from a mechanism that is moderately reasons-responsive. I argue that their account of moderate reasons-responsiveness fails to provide necessary and sufficient conditions for moral responsibility since it cannot give an adequate account of the responsibility of individuals with autism spectrum disorder. Empirical evidence suggests that (...)
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  • How the Body Shapes the Mind.Shaun Gallagher - 2005 - Oxford, GB: Oxford University Press UK.
    How the Body Shapes the Mind is an interdisciplinary work that addresses philosophical questions by appealing to evidence found in experimental psychology, neuroscience, studies of pathologies, and developmental psychology. There is a growing consensus across these disciplines that the contribution of embodiment to cognition is inescapable. Because this insight has been developed across a variety of disciplines, however, there is still a need to develop a common vocabulary that is capable of integrating discussions of brain mechanisms in neuroscience, behavioural expressions (...)
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  • Resources dimorphism sexual selection and mathematics achievement.Diana Eugenie Kornbrot - 1996 - Behavioral and Brain Sciences 19 (2):259-259.
    Geary's model is a worthy effort, but ambiguous on important issues. It ignores differential resource allocation, although this follows directly from sexual selection via differential parental investment. Dimorphism in primary traits is arbitrarily attributed to sexual selection via intramale competition, rather than direct evolutionary pressures. Dubious predictions are made about the consequences of raising mathematics achievement.
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  • How important is spatial ability to mathematics?Ann Dowker - 1996 - Behavioral and Brain Sciences 19 (2):251-251.
    This commentary focuses on one of the many issues raised in Geary's target article: the importance of gender differences in spatial ability to gender differences in mathematics. I argue that the evidence for the central role of spatial ability in mathematical ability, or in gender differences in it, is tenuous at best.
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  • Omissions relevant to gender-linked mathematical abilities.Herman T. Epstein - 1996 - Behavioral and Brain Sciences 19 (2):251-252.
    Analyses of bodies of data usually omit some relevant studies. Geary omits some studies looking at functional correlates of basic biological data, studies of developmental implications for functioning, and the recent achievement of acceleration of cognitive development.
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  • An ambiguity.Jennifer Church - 1996 - Behavioral and Brain Sciences 19 (1):126-127.
    The difference between first and third person information may be thought of as a difference in either informationalcontentor informationalmodality. Each option faces some problems. I try to sort out some of these issues and raise a question about the explanatory force of the notion of a schema.
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  • Language and its role in understanding intentional relations: Research tool or mechanism of development?Nancy Budwig & Michael Bamberg - 1996 - Behavioral and Brain Sciences 19 (1):125-126.
    In our commentary we elaborate on Barresi & Moore's use of language as a tool. In particular, we highlight the importance of cognitive linguistic research with its emphasis on the relation between morpnosyntax and intentional schemes. We also speculate about how language itself might play a role in children's integration of first and third person knowledge.
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  • Rhesus monkeys are radical behaviorists.Gordon G. Gallup - 1996 - Behavioral and Brain Sciences 19 (1):129-129.
    The data reviewed in Barresi & Moore's treatment of social understanding is recast in terms of a model of social intelligence that was advanced some time ago (Gallup 1982). When it comes to their analysis of the behavior of other individuals, most primates (and humans younger than 18 months of age) appear to function as radical behaviorists, whereas chimpanzees and older infants show evidence of becoming primitive cognitive psychologists.
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  • Sexual selection and sex differences in mathematical abilities.David C. Geary - 1996 - Behavioral and Brain Sciences 19 (2):229-247.
    The principles of sexual selection were used as an organizing framework for interpreting cross-national patterns of sex differences in mathematical abilities. Cross-national studies suggest that there are no sex differences in biologically primary mathematical abilities, that is, for those mathematical abilities that are found in all cultures as well as in nonhuman primates, and show moderate heritability estimates. Sex differences in several biologically secondary mathematical domains are found throughout the industrialized world. In particular, males consistently outperform females in the solving (...)
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  • Imagination and imitation: Input, acid test, or alchemy?C. M. Heyes - 1996 - Behavioral and Brain Sciences 19 (1):131-132.
    Immediate imitation is likely to be a major, direct input to Barresi & Moore's level 2 competence, but deferred imitation is unlikely to play a key role in the transition to level 3, because (1) the attribution of first person knowledge is neither a necessary cause nor an obvious consequence of deferred imitation, and (2) deferred imitation does not correlate phylogenetically with capacities that more plausibly either yield or reflect a concept of intentional agency.
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  • Understanding minds and selves.R. Peter Hobson - 1996 - Behavioral and Brain Sciences 19 (1):132-132.
    Barresi & Moore provide a welcome focus on children's abilities to integrate first and third person information about intentional relations but they pay insufficient attention to the origins of children's understanding of the nature of subjective orientations vis-à-vis a shared world and the potential significance of such understanding as a source (rather than an outcome) of domain-general information-processing capacities.
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  • When the world becomes 'too real': a Bayesian explanation of autistic perception.Elizabeth Pellicano & David Burr - 2012 - Trends in Cognitive Sciences 16 (10):504-510.
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