- Submit
-
Browse
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- More
Switch to: References
Citations of:
How our hands help us learn
Trends in Cognitive Sciences 9 (5):234-241 (2005)
Add citations
You must login to add citations.
|
|
|
I consider the developmental origins of the socially extended mind. First, I argue that, from birth, the physical interventions caregivers use to regulate infant attention and emotion (gestures, facial expressions, direction of gaze, body orientation, patterns of touch and vocalization, etc.) are part of the infant’s socially extended mind; they are external mechanisms that enable the infant to do things she could not otherwise do, cognitively speaking. Second, I argue that these physical interventions encode the norms, values, and patterned practices (...) |
|
|
Much recent work on empathy in philosophy of mind and cognitive science has been guided by the assumption that minds are composed of intracranial phenomena, perceptually inaccessible and thus unobservable to everyone but their owners. I challenge this claim. I defend the view that at least some mental states and processes—or at least some parts of some mental states and processes—are at times visible, capable of being directly perceived by others. I further argue that, despite its initial implausibility, this view (...) |
|
|
The aim of this essay is to situate the thought of Tetsurō Watsuji within contemporary approaches to social cognition. I argue for Watsuji’s current relevance, suggesting that his analysis of embodiment and social space puts him in step with some of the concerns driving ongoing treatments of social cognition in philosophy of mind and cognitive science. Yet, as I will show, Watsuji can potentially offer a fruitful contribution to this discussion by lending a phenomenologically informed critical perspective. This is because (...) |
|
|
The problem of other minds has a distinguished philosophical history stretching back more than two hundred years. Taken at face value, it is an epistemological question: it concerns how we can have knowledge of, or at least justified belief in, the existence of minds other than our own. In recent decades, philosophers, psychologists, neuroscientists, anthropologists and primatologists have debated a related question: how we actually go about attributing mental states to others (regardless of whether we ever achieve knowledge or rational (...) |
|
|
The extended mind thesis (EM) asserts that some cognitive processes are (partially) composed of actions consisting of the manipulation and exploitation of environmental structures. Might some processes at the root of social cognition have a similarly extended structure? In this paper, I argue that social cognition is fundamentally an interactive form of space management—the negotiation and management of ‘‘we-space”—and that some of the expressive actions involved in the negotiation and management of we-space (gesture, touch, facial and whole-body expressions) drive basic (...) |
|
|
Cognitive science is unusual in that cognitive scientists have dramatic disagreements about the extension of their object of study, cognition. This paper defends a novel analysis of the scientific concept of cognition: that cognition is the sensitive management of an agent’s behavior. This analysis is “modular,” so that its extension varies depending on how one interprets certain of its constituent terms. I argue that these variations correspond to extant disagreements between cognitive scientists. This correspondence is evidence that the proposed analysis (...) |
|
|
Cognitive science has been beset for thirty years by foundational disputes about the nature and extension of cognition—e.g. whether cognition is necessarily representational, whether cognitive processes extend outside the brain or body, and whether plants or microbes have them. Whereas previous philosophical work aimed to settle these disputes, I aim to understand what conception of cognition scientists could share given that they disagree so fundamentally. To this end, I develop a number of variations on traditional conceptual explication, and defend a (...) |
|
|
This paper provides an overview over the debate about so-called “situated approaches to cognition” that depart from the intracranialism associated with traditional cognitivism insofar as they stress the importance of body, world, and interaction for cognitive processing. It sketches the outlines of an overarching framework that reveals the differences, commonalities, and interdependencies between the various claims and positions of second-generation cognitive science, and identifies a number of apparently unresolved conceptual and ontological issues. |
|
|
In this commentary to Serrano et al. (2013), I applaud this foundation article for being a breath of fresh air because it addresses the question “What is cognition?” Too often in the cognitive sciences, we leave that question unanswered or worse, unasked. I come not to criticize but to offer a helpful suggestion aimed a pulling together some of the separate strands weaved throughout this article. |
|
|
|
|
|
Children learn and use various strategies to solve math problems. One way children's math learning can be supported is through their use of and exposure to hand gestures. Children's self-produced gestures can reveal unique, math-relevant knowledge that is not contained in their speech. Additionally, these gestures can assist with their math learning and problem solving by supporting their cognitive processes, such as executive function. The gestures that children observe during math instructions are also linked to supporting cognition. Specifically, children are (...) |
|
|
This paper argues that material culture has the ability to change and shape our bodies by transforming and extending the boundaries of our body schema. To explore this argument I concentrate on the relationship between the Mycenaean body and the Mycenaean sword. Focusing on the early Mycenaean period I propose that the centre of consciousness and bodily awareness for the Mycenaean person, and for the warrior in particular, is not some ‘internal’ Cartesian ‘I’, but the tip of the sword. Through (...) |
|
|
In their 2002 seminal paper Hauser, Chomsky and Fitch hypothesize that recursion is the only human-specific and language-specific mechanism of the faculty of language. While debate focused primarily on the meaning of recursion in the hypothesis and on the human-specific and syntax-specific character of recursion, the present work focuses on the claim that recursion is language-specific. We argue that there are recursive structures in the domain of motor intentionality by way of extending John R. Searle’s analysis of intentional action. We (...) |
|
|
Language use can be viewed as a form of joint activity that requires the coordination of meaning between individuals. Because the linguistic signal is notoriously ambiguous, interlocutors need to draw upon additional sources of information to resolve ambiguity and achieve shared understanding. One way individuals can achieve coordination is by using inferences about the interlocutor’s intentions and mental states to adapt their behavior. However, such an inferential process can be demanding in terms of both time and cognitive resources. Here, we (...) |
|
|
|
|
|
Journal Name: Cognitive Linguistics Issue: Ahead of print. |
|
|
Diagrams figure prominently in human reasoning, especially in science. Cognitive science research has provided important insights into the inferences afforded by diagrams and revealed differences in the reasoning made possible by physically instantiated diagrams and merely imagined ones. In scientific practice, diagrams figures prominently both in the way scientists reason about data and in how they conceptualize explanatory mechanisms. To identify patterns in data, scientists often graph it. While some graph formats, such as line graphs, are used widely, scientists often (...) |
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-799b6484c6-sbkpb uwo