In this paper, I describe how artifacts and autobiographical memory are integrated into new systemic wholes, allowing us to remember our personal past in a more reliable and detailed manner. After discussing some empirical work on lifelogging technology, I elaborate on the dimension of autobiographical dependency, which is the degree to which we depend on an object to be able to remember a personal experience. When this dependency is strong, we integrate information in the embodied brain and in an object (...) to reconstruct an autobiographical memory. In such cases, autobiographical memory is extended or distributed. (shrink)

In this paper I explore systematically the relationship between Brain-Computer Interfaces (BCIs) and their human users from a phenomenological and cognitive perspective. First, I functionally decompose BCI systems and develop a typology in which I categorize BCI applications with similar functional properties into three categories, those with (1) motor, (2) virtual, and (3) linguistic applications. Second, developing and building on the notions of an embodied tool and cognitive tool, I analyze whether these distinct BCI applications can be seen as bodily (...) or cognitive extensions. Contrary to some recent philosophical claims, I will argue that, although BCI technology may have the potential to become bodily and cognitive extensions for skilled users, at this stage they are not. And while the electrodes may to a variable degree be transparent and incorporated in the body schema, the BCI system as a whole is not. Moreover, BCIs do not have a functional role characteristic for cognition and are therefore not cognitive extensions. Third, based on concepts from the distributed cognition framework, I give a number of suggestions to improve the interface design of linguistic applications, i.e. BCIs that allow its user to spell words by selecting letters on a screen. These suggestions may result in cognitive extension and would enhance the autonomy and quality of life of its users. In sum, in this paper I develop a typology, analysis and critique on the current philosophical debate on BCIs, thereby providing a richer conceptual understanding of BCI systems which allows me to offer some suggestions for improving the interface design of linguistic applications. (shrink)

In the history of external information systems, the World Wide Web presents a significant change in terms of the accessibility and amount of available information. Constant access to various kinds of online information has consequences for the way we think, act and remember. Philosophers and cognitive scientists have recently started to examine the interactions between the human mind and the Web, mainly focussing on the way online information influences our biological memory systems. In this article, we use concepts from the (...) extended cognition and distributed cognition frameworks and from transactive memory theory to analyse the cognitive relations between humans and the Web. We first argue that while neither of these approaches neatly capture the nature of human-Web interactions, both offer useful concepts to describe aspects of such interactions. We then conceptualize relations between the Web and its users in terms of cognitive integration, arguing that most current Web applications are not deeply integrated and are better seen as a scaffold for memory and cognition. Some highly personalised applications accessed on wearable computing devices, however, may already have the capacity for deep integration. Finally, we draw out some of the epistemic implications of our cognitive analysis. (shrink)

There are various philosophical approaches and theories describing the intimate relation people have to artifacts. In this paper, I explore the relation between two such theories, namely distributed cognition and distributed morality theory. I point out a number of similarities and differences in these views regarding the ontological status they attribute to artifacts and the larger systems they are part of. Having evaluated and compared these views, I continue by focussing on the way cognitive artifacts are used in moral practice. (...) I specifically conceptualise how such artifacts (a) scaffold and extend moral reasoning and decision-making processes, (b) have a certain moral status which is contingent on their cognitive status, and (c) whether responsibility can be attributed to distributed systems. This paper is primarily written for those interested in the intersection of cognitive and moral theory as it relates to artifacts, but also for those independently interested in philosophical debates in extended and distributed cognition and ethics of (cognitive) technology. (shrink)

The complementary properties and functions of cognitive artifacts and other external resources are integrated into the human cognitive system to varying degrees. The goal of this paper is to develop some of the tools to conceptualize this complementary integration between agents and artifacts. It does so by proposing a multidimensional framework, including the dimensions of information flow, reliability, durability, trust, procedural transparency, informational transparency, individualization, and transformation. The proposed dimensions are all matters of degree and jointly they constitute a multidimensional (...) space in which situated cognitive systems can be located and have certain dimensional configurations. These dimensions provide a new perspective on the conditions for cognitive extension. They are, however, not meant to provide a set of necessary and sufficient conditions, but to provide a toolbox for investigating the degree and nature of the integration of agent and artifact into “new systemic wholes”. The higher a situated system scores on the proposed dimensions, the more functional integration occurs, and the more tightly coupled the system is. (shrink)

The goal of this paper is to develop a systematic taxonomy of cognitive artifacts, i.e., human-made, physical objects that functionally contribute to performing a cognitive task. First, I identify the target domain by conceptualizing the category of cognitive artifacts as a functional kind: a kind of artifact that is defined purely by its function. Next, on the basis of their informational properties, I develop a set of related subcategories in which cognitive artifacts with similar properties can be grouped. In this (...) taxonomy, I distinguish between three taxa, those of family, genus, and species. The family includes all cognitive artifacts without further specifying their informational properties. Two genera are then distinguished: representational and non-representational (or ecological) cognitive artifacts. These genera are further divided into species. In case of representational artifacts, these species are iconic, indexical, or symbolic. In case of ecological artifacts, these species are spatial or structural. Within species, token artifacts are identified. The proposed taxonomy is an important first step towards a better understanding of the range and variety of cognitive artifacts and is a helpful point of departure, both for conceptualizing how different artifacts augment or impair cognitive performance and how they transform and are integrated into our cognitive system and practices. (shrink)

Healey et al. introduce the special issue with a brief overview of work on communication in the Cognitive Sciences and some of the historical and conceptual influences that have marginalized the study of miscommunication. Drawing on more recent work in Cognitive Science and Conversation Analysis they argue that miscommunication is in fact a highly structured, ubiquitous phenomenon that is fundamental to human interaction.

Humans, like all organisms, have evolved to survive in specific environments, while some elect or are forced to live and work in extreme environments. Understanding cognition as it relates to environmental conditions, we use 4E cognition as a framework to explore creativity in extreme environments. Our paper examines space arts as a case study through the history, present practices, and future possible arts in the context of humans beyond the Kármán boundary of the Earth’s atmosphere. We develop a proposed taxonomy (...) of space arts, based on prior taxonomies, and provide specific exemplars of space art developed by artists in space or for use by astronauts in space. Using examples of space art since the birth of the space age, we discuss 1) how human survival in extreme environments requires investment in the space arts, driven by consideration of all biopsychosocial factors and 2) how new scientific and engineering discoveries could be consequences or examples of creative thinking driven by artists in the various types of space art. We conclude by discussing possible benefits of space art, future research applications, and advocate that all space actors, government or private, involve artists in all projects beyond the Kármán Boundary of the Earth’s atmosphere. (shrink)

In this article I propose that a postphenomenological approach to science and technology can open new analytical understandings of how material artifacts, embodiment and social agency co-produce learned perceptions of objects. In particle physics, physicists work in huge groups of scientists from many cultural backgrounds. Communication to some extent depends on material hermeneutics of flowcharts, models and other visual presentations. As it appears in an examination of physicists’ scrutiny of visual renderings of different parts of a detector, perceptions vary in (...) relation to social and bodily experiences. Vision in physics has seemingly allowed an objective perception at a convenient distance of the body. This article challenges this view and proposes that the variations can be analysed as cultural at two echelons with the help of a postphenomenological approach combined with cultural psychological theory of artifacts. A third echelon presumably constitutes the phenomenological limit to culture in science. Even this last resort of subjectivity can be embraced by a postphenomenological approach. The process of culturalization in physics can be defined as a process of situating knowledge in a body whose continuous learning of micro-and macro perceptions makes scientific renderings unstable. Taken together postphenomenology, following the distinctions between body one and body two, and combined with cultural psychological learning theory, enables new insight into what constitutes culture in science. (shrink)

Presentations of the extended mind thesis are often ambiguous between two versions of that thesis. According to the first, the extension of mind consists in the supervenience base of human individuals’ mental states extending beyond the skull and into artifacts in the outside world. According to a second interpretation, human individuals sometimes participate in broader cognitive systems that are themselves the subjects of extended mental states. This ambiguity, I suggest, contributes to several of the most serious criticisms of the extended (...) mind thesis, for these criticisms only apply to the first interpretation of the thesis. In what follows, I argue that several significant objections to the extended mind thesis fail to undermine the latter interpretation of that thesis. Having defended the second interpretation, I argue that the extension of mind does not involve the extension of self. Consequently, the subject of extended mental states is not the same individual whose causal coupling with external artifacts gives rise to extended mentality. (shrink)

Cognitive Science, Volume 46, Issue 7, July 2022.

Tony Chemero advances the radical thesis that cognition and consciousness are actually the same thing. I question this conclusion. Even if we are the brain–body environmental synergies that Chemero and others claim, we will not be able to conclude that consciousness is just cognition because this view actually expands cognition beyond being the sort of natural kind upon which to hook phenomenal experience. Identifying consciousness with cognition either means consciousness exists at multiple levels of organization in the universe, or more (...) work needs to be done to delineate conscious cognition from other synergies. Still, while radical embodied cognition does not solve any of the hard problems associated with consciousness, this perspective allows useful insights concerning phenomenal experience. Moreover, recent neuropsychological research in action selection and projection can help us refine notions of consciousness from this embodied perspective. (shrink)

Psychological-epistemic accounts take scientific progress to consist in the development of some psychological-epistemic attitude. Disagreements over what the relevant attitude is – true belief, knowledge, or understanding – divide proponents of thesemantic,epistemic,andnoeticaccounts of scientific progress, respectively. Proponents of all such accounts face a common challenge. On the face of it, only individuals have psychological attitudes. However, as I argue in what follows, increases in individual true belief, knowledge, and understanding are neither necessary nor sufficient for scientific progress. Rather than being (...) fatal to the semantic, epistemic, and noetic accounts, this objection shows that these accounts are most plausible when they take the psychological states relevant to scientific progress to be states of communities, rather than individuals. I draw on recent work in social epistemology to develop two ways in which communities can be the bearers of irreducible psychological-epistemic states. Each way yields a strategy by which proponents of one of the psychological-epistemic accounts might attempt to account for the social dimensions of scientific progress. While I present serious reasons for concern about the first strategy, I argue that the second strategy, at least, offers a promising path forward for a psychological-epistemic account of scientific progress. (shrink)

Topics in Cognitive Science, Volume 14, Issue 3, Page 550-573, July 2022.

Nobody in this debate questions the point that neuroeconomics remains full of potential, and little else as yet. If so, that really is progress of sorts. I was getting afraid that we would have to open nominations for the Captain Ahab Award for obsessive work on the promotion of neuroeconomics.

This article adopts an ecological view of cognition to analyze the role of the environment in scaffolding metaphorical experience. Using ethnographic material collected from two real estate showrooms in China, we describe how each showroom setting is equipped with to-be-phenomenologically-experienced objects designed to stimulate desirable sensorimotor experiences and altered bodily states during the guided showroom tours. By analyzing the qualities of such settings and identifying the processes through which visitors become environmentally coupled—including active and passive touch in highly organized auditory, (...) olfactory, and gustatory environs—we demonstrate how the showrooms constitute an affordance space for enacting metaphoricity through doubleness in experience. Implications for conceptual metaphor theory relating to the nature of environments and bodies are discussed. (shrink)

History of science's spatial turn has focused on the horizontal dimension, leaving the role of the vertical mostly unexplored as both a condition and object of scientific knowledge production. This special issue seeks to contribute to a burgeoning discussion on the role of verticality in modern sciences, building upon a wider interdisciplinary debate about the importance of the vertical and the volumetric in the making of modern lifeworlds. In this essay and in the contributions that follow, verticality appears as a (...) condition of knowledge production—a set of movements and mobilities, technical challenges, political negotiations, and bodily hardships—and an object of scientific inquiry, requiring new techniques of mapping and visualisation and generative of new insights into physical processes and temporal change. By foregrounding the vertical, historians of science can gain new insights and tell new stories about how science is done in the field, the observatory, and the laboratory, and about how those sciences have helped build a modern, three-dimensional world. (shrink)

Although there exist today a variety of non-deductive reliable processes able to determine the truth of certain mathematical propositions, proof remains the only form of justification accepted in mathematical practice. Some philosophers and mathematicians have contested this commonly accepted epistemic superiority of proof on the ground that mathematicians are fallible: when the deductive method is carried out by a fallible agent, then it comes with its own level of reliability, and so might happen to be equally or even less reliable (...) than existing non-deductive reliable processes—I will refer to this as the reliability argument. The aim of this article is to examine whether the reliability argument forces us to reconsider the commonly accepted epistemic superiority of the deductive method over non-deductive reliable processes. I will argue that the reliability argument is fundamentally correct, but that there is another epistemic property differentiating the deductive method from non-deductive reliable processes. This property is based on the observation that although mathematicians are fallible agents, they are also self-correcting agents. This means that when a proof is produced that only contains repairable mistakes, given enough time and energy, a mathematician or a group thereof should be able to converge towards a correct proof through a finite number of verification and correction rounds, thus providing a guarantee that the considered proposition is true, something that non-deductive reliable processes will never be able to produce. From this perspective, the standard of justification adopted in mathematical practice should be read in a diachronic way: the demand is not that any proof that is ever produced be correct—which would amount to requiring that mathematicians are infallible—but rather that, over time, proofs that contain repairable mistakes be corrected, and proofs that cannot be repaired be rejected. (shrink)

ContextBehavioral observation scales are important for understanding and assessing social skills. In the context of collaborative problem-solving skills, considered essential in the 21st century, there are no validated scales in French that can be adapted to different CPS tasks. The aim of this study is to adapt and validate, by annotating a new video corpus of dyadic interactions that we have collected, two observational scales allowing us to qualitatively assess CPS skills: the Social Performance Rating Scale and the Social Skills (...) of Collaboration Scale.MethodThe construct validity of these two scales was assessed by exploratory factor analysis and inter-item correlations. We also checked inter-judge agreement using inter-class correlation coefficients. Internal consistency was determined using Cronbach’s alpha and convergent and divergent validity by assessing correlations between the two scales and measures of depression and alexithymia. Finally, the discriminative properties of the two scales were analyzed by comparing the scores obtained by a group of anxious individuals and a non-anxious control group.ResultsThe results show that our two scales have excellent inter-item correlations. Internal consistency is excellent. Inter-rater agreement ranged from moderate to high. Finally, convergent validity was significant with the alexithymia scale, as was divergent validity with the depression scale. Anxious individuals had lower scores on both scales than non-anxious individuals.ConclusionBoth scales show good psychometric properties for assessing social skills relevant to different collaborative tasks. They also identify individuals with difficulties in social interaction. Thus, they could allow monitoring the effectiveness of training social skills useful in CPS. (shrink)

Although learning has always been a central topic for philosophy of education, little attention has been paid to the notion of group learning. This article outlines and discusses some plausible examples of group learning. Drawing on these examples, various principles and issues that surround the notion of group learning are identified and discussed. These principles and issues are then further elaborated in the context of a detailed discussion of practice theory and its relevance for thinking about group learning and group (...) practice. (shrink)

In a spirit of collegial support, this paper argues that Beckett and Hager’s theoretical justification and empirical exemplifications do not do full justice to the complexity of group or team learning. We firstly reaffirm our support for the theoretical argument Becket and Hager make, though expressing some reservations about Complexity Theory, to explain the taken-for-granted assumptions that learning by an individual is the paradigm case of learning and that context plays a minimal role in this process. Drawing on our joint (...) and separate work, we demonstrate that Becket and Hager’s argument is less radical than it may initially seem because it is predicated on: (i) cognitive-bounded rather than “distributed” or “extended” conception of mind; (ii) material rather than a “immaterial” conception of activity; and (iii) co-present rather than a “fractional” or “connective” conception of ontology. Despite making this critique, we conclude by making the case that we are adding further substance to Becket and Hager’s overarching argument and, in doing so, encouraging them to be more radical about how they conceptualise the complexity of learning. (shrink)

Standard defenses of ontological individualism are challenged by arguments that exploit the dependence of social facts on material facts—that is, facts that are not about human individuals. In this article, I discuss Brian Epstein’s “materialism” in The Ant Trap: granting Epstein’s strict definition of individualism, I show that his arguments depend crucially on a generous conception of social properties and social facts. Individualists, however, are only committed to the claim that projectible properties are individualistically realized, and materialists have not undermined (...) this claim. (shrink)

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 (...) problem‐solving strategies in the two microworlds were developed. Results of the verbal protocols showed (a) modification of the theoretical CPS model, (b) task dependence of CPS strategies, and (c) cross‐national differences in CPS strategies. Participants’ CPS processes were particularly influenced by country‐specific problem‐solving strategies. (shrink)

I argue against a growing radical trend in current theoretical cognitive science that moves from the premises of embedded cognition, embodied cognition, dynamical systems theory and/or situated robotics to conclusions either to the effect that the mind is not in the brain or that cognition does not require representation, or both. I unearth the considerations at the foundation of this view: Haugeland's bandwidth-component argument to the effect that the brain is not a component in cognitive activity, and arguments inspired by (...) dynamical systems theory and situated robotics to the effect that cognitive activity does not involve representations. Both of these strands depend not only on a shift of emphasis from higher cognitive functions to things like sensorimotor processes, but also depend on a certain understanding of how sensorimotor processes are implemented - as closed-loop control systems. I describe a much more sophisticated model of sensorimotor processing that is not only more powerful and robust than simple closed-loop control, but for which there is great evidence that it is implemented in the nervous system. The is the emulation theory of representation, according to which the brain constructs inner dynamical models, or emulators, of the body and environment which are used in parallel with the body and environment to enhance motor control and perception and to provide faster feedback during motor processes, and can be run off-line to produce imagery and evaluate sensorimotor counterfactuals. I then show that the emulation framework is immune to the radical arguments, and makes apparent why the brain is a component in the cognitive activity, and exactly what the representations are in sensorimotor control. (shrink)

Analyzing the way computer technologies are used is crucial for their development. Such analyses make it possible to evaluate these technologies and enhance their evolution. The present article presents some ideas drawn from the development of a cooperation platform for elementary school children (10–11 years old). On the basis of an obvious ergonomic requirement, we worked on two other dimensions: cultural aspects and the teaching scenario. The goal was to set up observation situations and analyze the conversations produced during those (...) situations, in order to understand what using the platform meant to both the pupils and their teachers. (shrink)

Human beings are promiscuously social creatures, and contemporary epistemologists are increasingly becoming aware that this shapes the ways in which humans process information. This awareness has tended to restrict itself, however, to testimony amongst isolated dyads. As scientific practice ably illustrates, information-processing can be spread over a vast social network. In this essay, a credit theory of knowledge is adapted to account for the normative features of strongly distributed cognition. A typical credit theory analyzes knowledge as an instance of obtaining (...) success because of or through the ability of the individual knower. The extended credit theory developed here broadens this framework so as to accommodate team-like epistemic achievements. The extended credit theory is then contrasted with some similar proposals given from within a process reliabilist framework. Once one isolates pairs of cases of distributed cognition in which there is a difference between sheer reliability and reliability grounded in ability, one can see that the extended credit theory maps the normative terrain better than the alternatives. (shrink)

Within collective epistemology, there is a class of theories that understand the epistemic status of collective attitude ascriptions, such as ‘the college union knows that the industrial action is going to plan’, or ‘the jury justifiedly believes that the suspect is guilty’, as saying that a sufficient subset of group member attitudes have the relevant epistemic status. In this paper, I will demonstrate that these summativist approaches to collective epistemology are incompatible with epistemic permissivism, the doctrine that a single body (...) of evidence may rationalize multiple doxastic attitudes. In particular, I will make use of epistemic permissivism to provide a general recipe for generating so-called divergence cases, which demonstrate situations in which rationality requires group-level and member-level attitudes to diverge. I will call this class of cases permissive divergence cases. While other divergence cases have been discussed in the literature, permissive divergence cases prove themselves to be less susceptible to many of the worries raised against their competitors, while being directly built on an often-defended epistemological thesis. (shrink)

Case studies of diverse scientific fields show how scientists use a range of resources to generate new interpretative models and to establish their plausibility as explanations of a domain. They accomplish this by manipulating imagistic representations in particular ways. I show that scientists in different domains use the same basic transformations. Common features of these transformations indicate that general cognitive strategies of interpretation, simplification, elaboration, and argumentation are at work. Social and historical studies of science emphasize the diversity of local (...) contexts of practice. However, the existence of common strategies shows that this diversity masks an important repertoire of cognitive strategies. Scientists use this repertoire to adapt their representations to meet the cognitive demands of different contexts of practice. This paper considers the implications of this finding for the notion of scientists as cognitive agents in distributed knowledge-producing systems. (shrink)

The sciences use a wide range of visual devices, practices, and imaging technologies. This diversity points to an important repertoire of visual methods that scientists use to adapt representations to meet the varied demands that their work places on cognitive processes. This paper identifies key features of the use of visualization in a range of scientific domains and considers the implications of this repertoire for understanding scientists as cognitive agents.

: Faraday is often described as an experimentalist, but his work is a dialectical interplay of concrete objects, visual images, abstract, theoretically-informed visual models and metaphysical precepts. From phenomena described in terms of patterns formed by lines of force he created a general explanation of space-filling systems of force which obey both empirical laws and principles of conservation and economy. I argue that Faraday's articulation of situated experience via visual models into a theory capable of verbal expression owed much to (...) his strategy of moving—via conjectural visual models—between the phenomenology of particulars (often displayed as patterns) and the general features of dynamical phenomena which he depicted as structures. (shrink)

The initial stage for the discussion is the distinction between bona fide and fiat objects drawn by Barry Smith and collaborators in the context of formal ontology. This paper aims at both producing a rationale for introducing a hitherto unrecognized kind of object—here called ‘Interactive Fiat Objects’ (IFOs)—into the ontology of objects, and casting light on the relationship between embodied cognition and interactive ontology with the aid of the concepts of affordance and ad hoc category. I conclude that IFOs are (...) similar to fiat objects, affordances and ad hoc categories in a number of ways, yet they differ from these in important respects. Interaction is key to understanding the existence and peculiarities of IFOs. By adopting an embodied perspective on cognition, we can enrich our ontological typologies and highlight relevant features of our physical and symbolic environment that are otherwise overlooked. This should improve our understanding of object ontology and persuade us to include IFOs in our metaphysical inventories. (shrink)

This special issue for the Journal for General Philosophy of Science is devoted to exploring the impact and many ramifications of current research in evolutionary epistemology. Evolutionary epistemology is an inter- and multidisciplinary area of research that can be divided into two ever-inclusive research avenues. One research avenue expands on the EEM program and investigates the epistemology of evolution. The other research avenue builds on the EET program and researches the evolution of epistemology. Since its conception, EE has developed three (...) schools of thought: adaptationist, non-adaptationist, and applied EE. Although diverse in outlook and theoretical background, these research avenues and schools share the same agenda of understanding how knowledge evolves, and how it relates to the world. In this paper, we first explain wherefrom evolutionary epistemological schools of thought developed, and then we highlight current debates in EE by briefly reviewing the papers that form part of this special issue. (shrink)

In approaching the question of whether groups of people can have cognitive capacities that are fundamentally different than the cognitive capacities of the individuals within the group, we lay out a Multiple, Interactive Levels of Cognitive Systems (MILCS) framework. The goal of MILCS is to explain the kinds of cognitive processes typically studied by cognitive scientists, such as perception, attention, memory, categorization, decision making, problem solving, and judgment. Rather than focusing on high-level constructs such as modules in an information processing (...) flow diagram or internal representations, MILCS focuses on mechanisms that allow systems to engage in flexible, adaptive behavior. Examples of these mechanisms are network structure-process pairs that: combine data from perception with top-down theories, achieve consistency and consensus through information exchange, selectively attend to information globally assessed as relevant, and develop specialized units from originally homogeneous networks through competition among the units. Two such systems are considered in some detail -- lateral inhibition within a network for selecting from a candidate set the option that is most attractive, and a diffusion process for accumulating evidence to reach a generally rapid and accurate decision. These system descriptions are aptly applied at multiple levels, including within and across people. These systems provide accounts that unify cognitive processes across multiple levels, can be expressed in a common vocabulary provided by network science, are inductively powerful yet appropriately constrained, and are applicable to a large number of superficially diverse cognitive systems. Given that people are typically highly motivated to participate in strong groups, cognitively resourceful people will tend to form groups that effectively employ cognitive systems at higher levels than the individuals. The impressive cognitive capacities of individual people do not eliminate the need to talk about group cognition. Instead, smart people generally form smart groups. (shrink)

The very expertise with which psychologists wield their tools for achieving laboratory control may have had the unwelcome effect of blinding psychologists to the possibilities of discovering principles of behavior without conducting experiments. When creatively interrogated, a diverse range of large, real-world data sets provides powerful diagnostic tools for revealing principles of human judgment, perception, categorization, decision-making, language use, inference, problem solving, and representation. Examples of these data sets include patterns of website links, dictionaries, logs of group interactions, collections of (...) images and image tags, text corpora, history of financial transactions, trends in twitter tag usage and propagation, patents, consumer product sales, performance in high-stakes sporting events, dialect maps, and scientific citations. The goal of this issue is to present some exemplary case studies of mining naturally existing data sets to reveal important principles and phenomena in cognitive science, and to discuss some of the underlying issues involved with conducting traditional experiments, analyses of naturally occurring data, computational modeling, and the synthesis of all three methods. (shrink)

The resurgence of interest in collective behavior is in large part due to tools recently made available for conducting laboratory experiments on groups, statistical methods for analyzing large data sets reflecting social interactions, the rapid growth of a diverse variety of online self‐organized collectives, and computational modeling methods for understanding both universal and scenario‐specific social patterns. We consider case studies of collective behavior along four attributes: the primary motivation of individuals within the group, kinds of interactions among individuals, typical dynamics (...) that result from these interactions, and characteristic outcomes at the group level. With this framework, we compare the collective patterns of noninteracting decision makers, bee swarms, groups forming paths in physical and abstract spaces, sports teams, cooperation and competition for resource usage, and the spread and extension of innovations in an online community. Some critical issues surrounding collective behavior are then reviewed, including the questions of “Does group behavior always reduce to individual behavior?”“Is ‘group cognition’ possible?” and “What is the value of formal modeling for understanding group behavior?”. (shrink)

A novel theory of reflective consciousness, will and self is presented, based on modeling each of these entities using self-referential mathematical structures called hypersets. Pattern theory is used to argue that these exotic mathematical structures may meaningfully be considered as parts of the minds of physical systems, even finite computational systems. The hyperset models presented are hypothesized to occur as patterns within the "moving bubble of attention" of the human brain and any roughly human-mind-like AI system. These ideas appear to (...) be compatible with both panpsychist and materialist views of consciousness, and probably other views as well. Their relationship with the CogPrime AI design and its implementation in the OpenCog software framework is elucidated in detail. (shrink)

What constitutes our human capacity to engage and be in the same frame of mind as another human? How do we come to share a sense of what ‘looks good’ and what ‘makes sense’? How do we handle differences and come to coexist with them? How do we come to feel that we understand what someone else is experiencing? How are we able to walk in silence with someone familiar and be sharing a peaceful space? All of these aspects are (...) part of human ‘interaction’. In designing interactive technologies designers have endeavoured to explicate, analyse and simulate, our capacity for social adaptation. Their motivations are mixed and include the desires to improve efficiency, improve consumption, to connect people, to make it easier for people to work together, to improve education and learning. In these endeavours to explicate, analyse and simulate, there is a fundamental human capacity that is beyond technology and that facilitates these aspects of being, feeling and thinking with others. That capacity, we suggest, is human entrainment. This is our ability to coordinate the timing of our behaviours and rhythmically synchronise our attentional resources. Expressed within the movements of our bodies and voices, it has a quality that is akin to music. In this paper, disparate domains of research such as pragmatics, social psychology, behaviourism, cognitive science, computational linguistics, gesture, are brought together, and considered in light of the developments in interactive technology, in order to shape a conceptual framework for understanding entrainment in everyday human interaction. (shrink)

Drawing on a range of literature, I introduce two new concepts for understanding and exploring distributed cognition: resilience engineering and degeneracy. By re-examining Ed Hutchins’ (1995) ethnographic study of the navigation team I show how a focus on the developmental acquisition of cognitive practices can draw out several crucial insights that have been overlooked. Firstly, that the way in which agents learn and acquire cognitive practices enables a form of resilience engineering: the process by which the system is able to (...) overcome and adapt to errors and the vagaries of nature. Secondly, that the best way to engineer a resilient system is through promoting degeneracy – how differing structures produce the same function – at the level of cognitive practices. These two features show that focusing on cognitive practices and developmental trajectories is important for both greater explanatory leverage; and is also useful in regard to the practicalities of designing real-world cognitive systems. (shrink)

From the perspective of cognitive science, it is illuminating to think of much contemporary scientific research as taking place in distributed cognitive systems. This is particularly true of large-scale experimental and observational systems such as the Hubble Telescope. Clark, Hutchins, Knorr-Cetina, and Latour insist or imply such a move requires expanding our notions of knowledge, mind, and even consciousness. Whether this is correct seems to me not a straightforward factual question. Rather, the issue seems to be how best to develop (...) a theoretical understanding of such systems appropriate to the study of science and technology. I argue that there is no need to attribute to such systems as a whole any form of cognitive agency. We can well understand the importance of such systems while restricting agency to the human components. The implication is that we think of these large-scale distributed cognitive systems not so much as unified wholes, but as hybrid systems including both physical artifacts and ordinary humans. (shrink)

In previous publications I have argued that much scientific activity should be thought of as involving the operation of distributed cognitive systems. Since these contributions to the cognitive study of science appear in venues not necessarily frequented by philosophers of science, I begin with a brief introduction to the notion of a distributed cognitive system. I then describe what I take to be an exemplary case of a scientific distributed cognitive system, the Hubble Space Telescope (HST). I do not here (...) reargue the case for conceiving of systems like the HST as distributed cognitive systems. Rather, I examine a question that arises once one has adopted the perspective of distributed cognitive systems, namely, the role of agency in a distributed cognitive system. Here I argue, contrary to several advocates of distributed cognitive systems, that we should regard the human components of distributed cognitive systems as the only sources of agency within such systems. In particular, we should not extend notions of agency to such systems as a whole. (shrink)

While agreeing that cognition in the sciences is usefully thought of as involving processes encompassing both humans and artifacts, I object to attributing cognitive states to extended systems. I argue that cognitive states, such as ?knowing?, should be confined to the human components of cognitive systems. My argument appeals to the large dimensions, both spatial and temporal, of many scientific cognitive systems, the existence of epistemic norms, and the need for agents in science.

In Epistemic Cultures (1999), Karin Knorr Cetina argues that different scientific fields exhibit different epistemic cultures. She claims that in high energy physics (HEP) individual persons are displaced as epistemic subjects in favor of experiments themselves. In molecular biology (MB), by contrast, individual persons remain the primary epistemic subjects. Using Ed Hutchins' (1995) account of navigation aboard a traditional US Navy ship as a prototype, I argue that both HEP and MB exhibit forms of distributed cognition. That is, in both (...) fields cognition is distributed across individual persons and complex artifacts. The cognitive system producing the knowledge is heterogeneous. Nevertheless, in both fields we can reserve epistemic agency for the human components of these systems. We do not need to postulate new distributed cognitive agents, let alone ones exhibiting new forms of consciousness. (shrink)

Philosophers and cognitive scientists alike have recently been interested in whether cognition extends beyond the boundaries of skin and skull and into the environment. However, the extended cognition hypothesis has suffered many objections over the past few decades. In this paper, I explore the option of control extending beyond the human boundary. My aim is to convince the reader of three things: (i) that control can be implemented in artifacts, (ii) that humans and artifacts can form extended control systems, and (...) (iii) that perhaps extended control ought to be preferred over extended cognition. Using the objections to extended cognition as constraints on my own extended theorizing and the example of autofocus systems in cameras, I decompose and localize the components of an autofocus system that realize the central properties of control from a plausible theory of control in the literature. I then provide criteria according to which control can be extended in a system. Finally, I consider how this theory of extended control ought to be preferred to theories of extended cognition. (shrink)