This paper introduces a new, expanded range of relevant cognitive psychological research on collaborative recall and social memory to the philosophical debate on extended and distributed cognition. We start by examining the case for extended cognition based on the complementarity of inner and outer resources, by which neural, bodily, social, and environmental resources with disparate but complementary properties are integrated into hybrid cognitive systems, transforming or augmenting the nature of remembering or decision-making. Adams and Aizawa, noting this distinctive complementarity argument, (...) say that they agree with it completely: but they describe it as “a non-revolutionary approach” which leaves “the cognitive psychology of memory as the study of processes that take place, essentially without exception, within nervous systems.” In response, we carve out, on distinct conceptual and empirical grounds, a rich middle ground between internalist forms of cognitivism and radical anti-cognitivism. Drawing both on extended cognition literature and on Sterelny’s account of the “scaffolded mind” (this issue), we develop a multidimensional framework for understanding varying relations between agents and external resources, both technological and social. On this basis we argue that, independent of any more “revolutionary” metaphysical claims about the partial constitution of cognitive processes by external resources, a thesis of scaffolded or distributed cognition can substantially influence or transform explanatory practice in cognitive science. Critics also cite various empirical results as evidence against the idea that remembering can extend beyond skull and skin. We respond with a more principled, representative survey of the scientific psychology of memory, focussing in particular on robust recent empirical traditions for the study of collaborative recall and transactive social memory. We describe our own empirical research on socially distributed remembering, aimed at identifying conditions for mnemonic emergence in collaborative groups. Philosophical debates about extended, embedded, and distributed cognition can thus make richer, mutually beneficial contact with independently motivated research programs in the cognitive psychology of memory. (shrink)

We present a synthetic theory of skilled action which proposes that cognitive processes make an important contribution to almost all skilled action, contrary to influential views that many skills are performed largely automatically. Cognitive control is focused on strategic aspects of performance, and plays a greater role as difficulty increases. We offer an analysis of various forms of skill experience and show that the theory provides a better explanation for the full set of these experiences than automatic theories. We further (...) show that the theory can explain experimental evidence for skill automaticity, including evidence that secondary tasks do not interfere with expert performance, and evidence that experts have reduced memory for performance of sensorimotor skills. (shrink)

This articles develops a taxonomy of memory errors in terms of three conditions: the accuracy of the memory representation, the reliability of the memory process, and the internality (with respect to the remembering subject) of that process. Unlike previous taxonomies, which appeal to retention of information rather than reliability or internality, this taxonomy can accommodate not only misremembering (e.g., the DRM effect), falsidical confabulation, and veridical relearning but also veridical confabulation and falsidical relearning. Moreover, because it does not assume that (...) successful remembering presupposes retention of information, the taxonomy is compatible with recent simulation theories of remembering. (shrink)

Morality bears on what we should forget. Some aspects of our identity are meant to be forgotten and there is a distinctive harm that accompanies the permanence of some content about us, content that prompts a duty to forget. To make the case that forgetting is an integral part of our moral duties to others, the paper proceeds as follows. In §1, I make the case that forgetting is morally evaluable and I survey three kinds of forgetting: no-trace forgetting, archival (...) forgetting, and siloing. In §2, I turn to how we practice these forms of forgetting in our everyday lives and the goods these practices facilitate by drawing on examples ranging from the expunging of juvenile arrest records to the right to privacy. In §3, I turn to how my account can help us both recognize and address a heretofore neglected source of harm caused by technology and big data. In §4, I end by addressing the concern that we lack control over forgetting and thus can't be required to forget. I argue this challenge can be answered, but there’s a harder challenge that can’t. Forgetting is under threat. To address this challenge and preserve forgetting, we must change the world. (shrink)

In this paper I revisit Gilbert Harman's arguments for a "clutter avoidance" norm. The norm -- which says that we ought to avoid cluttering our minds with trivialities -- is widely endorsed. I argue that it has some fairly dramatic consequences for normative epistemology.

This paper responds to Bernecker’s attack on Michaelian’s simulationist account of confabulation, as well as his defence of the causalist account of confabulation :432–447, 2016a) against Michaelian’s attack on it. The paper first argues that the simulationist account survives Bernecker’s attack, which takes the form of arguments from the possibility of unjustified memory and justified confabulation, unscathed. It then concedes that Bernecker’s defence of the causalist account against Michaelian’s attack, which takes the form of arguments from the possibility of veridical (...) confabulation and falsidical relearning, is partly successful. This concession points the way, however, to a revised simulationist account that highlights the role played by failures of metacognitive monitoring in confabulation and that provides a means of distinguishing between “epistemically innocent” and “epistemically culpable” memory errors. Finally, the paper responds to discussions by Robins and Bernecker of the role played by the concept of reliability in Michaelian’s approach, offering further considerations in support of simulationism. (shrink)

Confabulation is a symptom central to many psychiatric diagnoses and can be severely debilitating to those who exhibit the symptom. Theorists, scientists, and clinicians have an understandable interest in the nature of confabulation—pursuing ways to define, identify, treat, and perhaps even prevent this memory disorder. Appeals to confabulation as a clinical symptom rely on an account of memory’s function from which cases like the above can be contrasted. Accounting for confabulation is thus an important desideratum for any candidate theory of (...) memory. Many contemporary memory theorists now endorse Constructivism, where memory is understood as a capacity for constructing plausible representations of past events. Constructivism’s aim is to account for and normalize the prevalence of memory errors in everyday life. Errors are plausible constructions that, on a particular occasion have led to error. They are not, however, evidence of malfunction in the memory system. While Constructivism offers an uplifting repackaging of the memory errors to which we are all susceptible, it has troubling implications for appeals to confabulation in psychiatric diagnosis. By accommodating memory errors within our understanding of memory’s function, Constructivism runs the risk of being unable to explain how confabulation errors are evidence of malfunction. After reviewing the literature on confabulation and Constructivism, respectively, I identify the tension between them and explore how different versions of Constructivism may respond. The paper concludes with a proposal for distinguishing between kinds of false memory—specifically, between misremembering and confabulation—that may provide a route to their reconciliation. (shrink)

Epistemologists have recently proposed a number of norms governing rational inquiry. My aim in this paper is to unify and explain recently proposed norms of inquiry by developing a general account of the conditions under which inquiries are rational, analogous to theories such as evidentialism and reliabilism for rational belief. I begin with a reason-responsiveness conception of rationality as responding correctly to possessed normative reasons. I extend this account with a series of claims about the normative reasons for inquiry that (...) we possess. I apply the account to shed light on two classes of norms that have featured prominently in recent discussions: norms of clutter avoidance forbidding agents from engaging in trivial inquiries, and norms of logical non-omniscience governing properties such as the deductive closure and consistency of an agent's belief state. I conclude with a discussion of the sense in which norms of inquiry should be regarded as epistemic norms. (shrink)

The incorporation of post-event testimonial information into an agent’s memory representation of the event via constructive memory processes gives rise to the misinformation effect, in which the incorporation of inaccurate testimonial information results in the formation of a false memory belief. While psychological research has focussed primarily on the incorporation of inaccurate information, the incorporation of accurate information raises a particularly interesting epistemological question: do the resulting memory beliefs qualify as knowledge? It is intuitively plausible that they do not, for (...) they appear to be only luckily true. I argue, however, that, despite its intuitive plausibility, this view is mistaken: once we adopt an adequate (modal) conception of epistemic luck and an adequate (adaptive) general approach to memory, it becomes clear that memory beliefs resulting from the incorporation of accurate testimonial information are not in general luckily true. I conclude by sketching some implications of this argument for the psychology of memory, suggesting that the misinformation effect would better be investigated in the context of a broader “information effect”. (shrink)

Whether non-human animals can have episodic memories remains the subject of extensive debate. A number of prominent memory researchers defend the view that animals do not have the same kind of episodic memory as humans do, whereas others argue that some animals have episodic-like memory—i.e., they can remember what, where and when an event happened. Defining what constitutes episodic memory has proven to be difficult. In this paper, I propose a dual systems account and provide evidence for a distinction between (...) event memory and episodic memory. Event memory is a perceptual system that evolved to support adaptive short-term goal processing, whereas episodic memory is based on narratives, which bind event memories into a retrievable whole that is temporally and causally organized around subject’s goals. I argue that carefully distinguishing event memory from episodic memory can help resolve the debate. (shrink)

Though researchers often refer to memory as if it were a unitary phenomenon, a natural kind, the apparent heterogeneity of the various "kinds" of memory casts doubt on this default view. This paper argues, first, that kinds of memory are individuated by memory systems. It argues, second, for a view of the nature of kinds of memory informed by the tri-level hypothesis. If this approach to kinds of memory is right, then memory is not in fact a natural kind.

This paper attempts to answer the question of what defines mnemonic confabulation vis-à-vis genuine memory. The two extant accounts of mnemonic confabulation as “false memory” and as ill-grounded memory are shown to be problematic, for they cannot account for the possibility of veridical confabulation, ill-grounded memory, and wellgrounded confabulation. This paper argues that the defining characteristic of mnemonic confabulation is that it lacks the appropriate causal history. In the confabulation case, there is no proper counterfactual dependence of the state of (...) seeming to remember on the corresponding past representation. (shrink)

Remembering and forgetting are the two poles of the memory system. Consequently, any approach to memory should be able to explain both remembering and forgetting in order to gain a comprehensive and insightful understanding of the memory system. Can an enactive approach to memory processes do so? In this article I propose a possible way to provide a positive answer to this question. In line with some current enactive approaches to memory, I suggest that forgetting –similarly to remembering– might be (...) constituted within an embodied and active process. Within this process, some simulation and re-enactment paths would acquire more relevance than others. This acquired relevance would make the activation of other paths of recall less likely, thus preventing the memory system from engaging in some episodic simulations. These changes in the likelihood of activation of some paths of recall –the forgotten ones– can be accounted for in an enactive fashion by studying both “internal” and “external” re-enactment and simulation paths. With regard to the latter, I propose to examine the process of forgetting by considering the engagement and affective relation of an embodied agent with her field of affordances. I suggest that, in the case of emotion-laden memories, the agent’s decoupling from some affordances of the environment might contribute to the process of forgetting, in that it would reduce the agent’s opportunities for situated episodic simulations. (shrink)

Sometimes subjects have sufficient internal and external resources to retrieve information stored in memory, in particular information that carries socially charged content. Yet, they fail to do so: they forget it. These cases pose an explanatory challenge to common explanations of forgetting in cognitive science. In this paper, I take this challenge and develop a new explanation of these cases. According to this explanation, these cases are best explained as cases of norm-induced forgetting: cases in which forgetting is caused by (...) social norms in a relevant sense. These cases draw attention to the normative aspects of the mechanisms of forgetting. This is an important but neglected aspect of cases of everyday forgetting, in particular of those characterized by a social dimension. By investigating some ways in which the psychology of social norms is causally relevant in the mechanisms of retrieval failure, I begin to fill this gap. (shrink)

This paper aims to reconfigure the place of memory in epistemology. I start by rethinking the problem that memory systems solve; rather than merely functioning to store information, I argue that the core function of any memory system is to support accurate and relevant retrieval. This way of specifying the function of memory has consequences for which structures and mechanisms make up a memory system. In brief, memory systems are modeling systems. This means that they generate, update and manage a (...) series of overlapping, simplified, relational representations that map out features of the world. Succeeding at building and maintaining models requires the kind of active knowledge generation traditionally associated only with deliberative reasoning. (shrink)

Real agents rely, when forming their beliefs, on imperfect informational sources (sources which deliver, even under normal conditions of operation, both accurate and inaccurate information). They therefore face the ‘endorsement problem’: how can beliefs produced by endorsing information received from imperfect sources be formed in an epistemically acceptable manner? Focussing on the case of episodic memory and drawing on empirical work on metamemory, this article argues that metacognition likely plays a crucial role in explaining how agents solve the endorsement problem.

Forgetting is importantly related to remembering, evidence possession, epistemic virtue, personal identity, and a host of highly-researched memory conditions. In this paper I examine the nature of forgetting. I canvass the viable options for forgetting’s ontological category, type of content, characteristic relation to content, and scale. I distinguish several theories of forgetting in the philosophy and psychology of memory literatures, theories that diverge on these options. The best theories from the literature, I claim, fail two critical tests that I develop (...) (the metacognition and prospection tests), underwriting arguments against the theories. I introduce a new theory about the state of forgetting—the learning, access failure, dispositional (LEAD) theory: to forget is to fail to access something that is both learned and either inaccessible or intended to be accessed. I argue that the LEAD theory of forgetting is the lead theory of forgetting. It passes the metacognition and prospection tests, and has several further virtues at no cost. Finally, I advocate reductionism about the process of forgetting; the process reduces wholly to states of forgetting. In particular, a process of forgetting is just a sequence of increasingly strong states of forgetting. (shrink)

Although episodic memory is a widely studied form of memory both in philosophy and psychology, it still raises many burning questions regarding its definition and even its acceptance. Over the last two decades, cross-disciplinary discussions between these two fields have increased as they tackle shared concerns, such as the phenomenology of recollection, and therefore allow for fruitful interaction. This editorial introduction aims to provide a comprehensive and up-to-date presentation of the main existing conceptions and issues on the topic. After delineating (...) Tulving’s chief theoretical import and multifaceted legacy, it goes on to chart the different attempts to capture the episodicity feature of memory according to three categories: a first approach aims to show the cognitive abilities required for a subject to episodically remember; the second defines episodicity as a stage-specific feature; the last explains episodicity in terms of the epistemological properties of episodic memory. This state of the art thereby sets the stage for the contributions of the present volume, which will be introduced in conclusion. (shrink)

Gilbert Harman’s famous principle of Clutter Avoidance commands that “one should not clutter one’s mind with trivialities". Many epistemologists have been inclined to accept Harman’s principle, or something like it. This is significant because the principle appears to have robust implications for our overall picture of epistemic normativity. Jane Friedman (2018) has recently argued that one potential implication is that there are no genuine purely evidential norms on belief revision. In this paper, we present some new objections to a suitably (...) formulated version of the clutter principle qua norm on belief revision. Moreover, we argue that the clutter principle is best understood as a norm on non-doxastic stages of inquiry. In our view, it is a norm of asking and considering questions rather than a norm of settling on an answer to a question by forming a belief. (shrink)

A belief is stored if it is in no way before the subject’s mind. The problem of stored beliefs is that of satisfactorily explaining how the stored beliefs which seem justified are indeed justified. In this paper I challenge the two main internalist attempts to solve this problem. Internalism about epistemic justification, at a minimum, states that one’s mental life alone determines what one is justified in believing. First I dispute the attempt from epistemic conservatism, which states that believing justifies (...) retaining belief. Then I defend the attempt from dispositionalism, which assigns a justifying role to dispositions, from some key objections. But by drawing on cognitive psychological research I show that, for internalism, the problem of stored beliefs remains. (shrink)

It is a mistake to think that we cannot be morally responsible for forgetting because, as a matter of principle, forgetting is outside of our control. Sometimes we do have control over our forgetting. When forgetting is under our control there is no question that it is the proper object of praise and blame. But we can also be morally responsible for forgetting something when it is beyond our control that we forget that thing. The literature contains three accounts of (...) the blameworthiness of forgetting over which the agent has no control—the tracing account, the liberalized awareness condition, and attributionism. Even though these are competing accounts of the blameworthiness of harmful forgetting they are compatible with one another. In particular, it is possible to come up with a position that endorses the tracing account for certain kinds of harmful forgetting and attributionism for other kinds of harmful forgetting. (shrink)

This chapter describes the concept of enactive memory, which is quite new but increasingly discussed in contemporary philosophy of memory. Although the enactive approach has been used to investigate several memory sys- tems, e.g., procedural memory, episodic mem- ory, and autobiographical memory, this chapter focuses only on the enactive approach to epi- sodic memory because most of the current debate on enactive memory is about this mem- ory system. Section “Introduction” specifies what type of enactive memory is discussed in this (...) chapter. Section “The Concept of Enactive Memory” introduces the concept of enactive memory, clarifies its central theoretical com- mitments and goals, and describes how enactivists have explained episodic remember- ing. Section “The Philosophical Context of Enactive Memory” provides a brief contextu- alization of the enactive approach to memory with respect to approaches and theories with which, for one reason or another, it shares some theoretical insights, like the embodied, the extended, and the distributed approach, and the simulation theory. Section “Forgetting as a Challenge for Enactive Memory” explains why forgetting poses an important explanatory challenge to the enactive approach to memory and describes one philosophical proposal that has been developed to address this challenge. Section “Summary” provides a summary of the chapter, mentions some ongoing projects on enactive memory, and identifies some topics that advocates of the enactive approach to memory may want to investigate in the future. (shrink)

I argue that appreciation of the phenomenon of forgetting requires serious attention to its origins and place in nature. This, in turn, necessitates metaphysical inquiry as well as empirical backing – a combination likely to be eschewed by psychological orthodoxy. But, if we hope to avoid the conceptual vacuity that characterizes too much of contemporary psychological inquiry (e.g., Klein, 2012, 2014a, 2015a, 2016a), a “big picture” approach to phenomena of interest is essential. Adopting this investigative posture turns the “received view” (...) of the relation between remembering and forgetting on its head: Rather than treated as the result of breakdowns and limitations of biologically engineered systems of remembering, forgetting is accorded elevated status as the driving force behind the evolution of organic systems of information retention. (shrink)

What entitles you to rely on information received from others? What entitles you to rely on information retrieved from your own memory? Intuitively, you are entitled simply to trust yourself, while you should monitor others for signs of untrustworthiness. This article makes a case for inverting the intuitive view, arguing that metacognitive monitoring of oneself is fundamental to the reliability of memory, while monitoring of others does not play a significant role in ensuring the reliability of testimony.

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, (...) intentional object and ontological object. Chapter 2 explores the possible contents of our personal memories, which prove to be heterogeneous, whereas chapter 3 analyses their possible intentional objects, with a special focus on past events. The second part of the thesis explores an aspect of our personal memories that was omitted in the first part: the senses in which our personal past is apprehended as personal. Chapter 4 examines the way in which the “self” intervenes in the construction of our personal memories. Chapters 5 and 6 focus on the analysis of what seems to be the most subjective aspect of our memories, that is, the emotions and feelings of our past experiences. In these last two chapters, I analyze the different interactions that can take place between memories and emotions and defend the idea that there can be emotional memories that are reducible neither to a propositional memory nor an occurrent and present emotion. The overall intention of this thesis is twofold. First, I aim to show to the philosophical community that there is still a lot to be said and discussed about memory as a mental phenomenon. And second, I intend to emphasize the importance of bringing into the philosophical discussions about the mind ideas coming from different philosophical traditions as well as ideas and empirical data coming from scientific research. (shrink)

Conjoined with the claim that there is a moral right to privacy, each of the major contemporary accounts of privacy implies a duty of ignorance for those against whom the right is held. In this paper I consider and respond to a compelling argument that challenges these accounts (or the claim about a right to privacy) in the light of this implication. A crucial premise of the argument is that we cannot ever be morally obligated to become ignorant of information (...) we currently know. The plausibility of this premise, I suggest, derives from the thought that there are no epistemically ways in which we can cause ourselves to become ignorant of what we already know. Drawing on some recent work in the epistemology and psychology of self-deception and forgetting, I seek to undermine this thought, and thus provide a defense against the challenging argument, by arguing that there are indeed such ways. (shrink)

Socially extended knowledge has recently received much attention in mainstream epistemology. Knowledge here is not to be understood as wholly realised within a single individual who manipulates artefacts or tools but as collaboratively realised across plural agents. Because of its focus on the interpersonal dimension, socially extended epistemology appears to be a promising approach for investigating the deeply social nature of epistemic practices. I believe, however, that this line of inquiry could be made more fruitful if it is connected with (...) the critical notion of epistemic responsibility, as developed in feminist responsibilism. According to feminist responsibilists, at the core of epistemic responsibility is a critical disposition toward correcting epistemic injustice. This epistemic idea is highly relevant to the epistemological context of illness, where patient testimony is often disregarded. Hence, though restricted to the epistemological context of the experience of illness, this chapter delves into epistemic injustice and its robust mechanisms. I thus explore what responsible epistemic practices should involve in order to redress that injustice and how epistemic responsibility should be socially extended. The discussion proceeds as follows. First, by relying on Arthur Frank’s innovative work on illness narratives, I focus on chaotic bodily messages from patients overwhelmed by suffering and then explain why these messages should count as genuine narratives or testimonies despite their inarticulateness. Second, I elaborate on how epistemic injustice concerning such narratives (i.e., chaos narratives) is produced and reproduced, in particular how both a dominant sociocultural norm and our inherent vulnerability can contribute to its production and reproduction. Finally, I propose an extended form of epistemic responsibility that ameliorates this aspect. Laying particular emphasis on the epistemic role of mature empathy, I characterise the extended epistemic responsibility in terms of extended empathic knowledge. (shrink)

Episodic memory is memory for past events. It’s characteristically associated with an experience of ‘mentally replaying’ one’s experiences in the mind’s eye. This biological phenomenon has inspired the development of several ‘experience replay’ algorithms in AI. In this chapter, I ask whether experience replay algorithms might shed light on a puzzle about episodic memory’s function: what does episodic memory contribute to the cognitive systems in which it is found? I argue that experience replay algorithms can serve as idealized models of (...) episodic memory for the purposes of addressing this question. Taking the DQN algorithm as a case study, I suggest that these algorithms provide some support for mnemonic accounts, on which episodic memory’s function lies in the storage, encoding and retrieval of information. By extending and adapting experience replay algorithms, we might gain further insight into episodic memory’s operations and contributions to cognition. (shrink)

The thesis that high probability suffices for rational belief, while initially plausible, is known to face the Lottery Paradox. The present paper proposes an amended version of that thesis which escapes the Lottery Paradox. The amendment is argued to be plausible on independent grounds.

A discussion of L.A. Paul's 'Transformative Experience' from an Author Meets Critics session at the 2015 Pacific APA.

Epistemic consequentialism has been challenged on the grounds that it is overly demanding. According to the Epistemic Junk Problem, this view implies that we are often required to believe junk propositions such as ‘the Great Bear Lake is the largest lake entirely in Canada’ and long disjunctions of things we already believe. According to the Numerosity Problem, this view implies that we are frequently required to have an enormous number of beliefs. This paper puts forward a novel version of epistemic (...) consequentialism that avoids these twin demandingness problems. The key is to recognise, first, that the final epistemic value of a true belief depends at least partially on the duration for which it is retained by the agent and, second, that our cognitive make-up places important constraints on which beliefs are retained and for how long. (shrink)

Epistemic consequentialism has been challenged on the grounds that it is overly demanding. According to the Epistemic Junk Problem, this view implies that we are often required to believe junk propositions such as ‘the Great Bear Lake is the largest lake entirely in Canada’ and long disjunctions of things we already believe. According to the Numerosity Problem, this view implies that we are frequently required to have an enormous number of beliefs. This paper puts forward a novel version of epistemic (...) consequentialism which avoids these twin demandingness problems. The key is to recognise, first, that the final epistemic value of a true belief depends at least in part on the duration for which it is retained by the agent and, second, that our cognitive makeup places important constraints on which beliefs are retained and for how long. (shrink)

Der Artikel untersucht den Zusammenhang zwischen Erinnerung, Vergessen und personaler Identität und wendet die Ergebnisse auf den Fall der Alzheimer-Demenz an. Während in der philosophischen Debatte Gedächtnis und Erinnerung zumeist im Kontext von Theorien zur diachronen Identität als formale Kriterien für die Zuschreibung von Identität über die Zeit aufgefasst werden, steht hier das Konzept der biographischen Identität im Zentrum. Es wird argumentiert, dass sowohl explizite als auch implizite Erinnerungen und das Wechselspiel zwischen beiden auf unterschiedliche Weise an der Konstituierung und (...) Aufrechterhaltung biographischer Identität beteiligt sind, und dass die Einbeziehung der empirischen Gedächtnisforschung für die philosophische Analyse von großem Wert sein kann. Auf dieser Grundlage kann für den Fall der Alzheimer-Demenz gezeigt werden, welche Elemente biographischer Identität durch die Erkrankung berührt werden. (shrink)

I propose the notion of ‘epistemic sanity’, a property of parsimony between the holding of true but not false beliefs and the consideration of our cognitive limitations. Where ‘alethic value’ is the epistemic value of holding true but not false beliefs, the ‘alethic potential’ of an agent is the amount of extra alethic value that she is expected to achieve, given her current environment, beliefs, and reasoning skills. Epistemic sanity would be related to the holding of (true or false) beliefs (...) that increase the agent's alethic potential (relevant beliefs) but not of beliefs that decrease it (this is related to cognitive parsimony). Suspension of judgment, forgetting, and clutter avoidance are the main contributors to an agent's epistemic sanity, where this paper focuses on suspension. I argue that rational suspension favors the holding of true and relevant beliefs, which is not the case for the extremes of opinionation (no suspension) and skepticism (general suspension). In the absence of evidence, opinionated agents are often forced to rely on principles such as the principle of indifference, but suspension dominates indifference in terms of alethic value in some conditions. A rational agent would only find it beneficial to adopt skepticism if she considers herself to be an anti-expert about her entire agenda, but then ‘flipping’ beliefs maximizes expected alethic value in relation to skepticism. The study of epistemic sanity results in an ‘impure’ veritism, which can deal with some limitations of veritism (e.g., explaining the existence of false but relevant beliefs). (shrink)

This study deals specifically with one of the most relevant issues in neuro-ethics, namely the philosophical classification of so-called memory dampening, which refers to the attenuation of traumatic memories with the help of medication. Numerous neuroethical questions emerge from this issue. For example, how is a person’s identity affected by using such drugs? Does one still remain the same person? Would propranolol, for example, as a memory-dampening agent lead to a fundamental change in one’s identity? Are not a person’s negative (...) memories also part of their identity and present personality? These questions are examined from the perspective of the seventeenth-century Islamic philosopher, Mullā Ṣadrā. The goal is to shed light on the neuroethical foundations of memory dampening and personal identity from an Islamic philosophical perspective. (shrink)

Simple versions of Reliabilism about justification say that S's believing that p is justified if and only if the belief was produced by a belief-forming process that is reliable above some high threshold. Alvin Goldman, in Epistemology and Cognition, argues for a more complex version of the view according to which it is total epistemic systems that are assessed for reliability, rather than individual processes. Why prefer this more complex version of Reliabilism? Two reasons suggest themselves. First, it seems that (...) the interaction of various processes of belief formation is often important. The more complex version appears to account for the interaction of processes. Second, one might doubt whether individual processes will have determinate truth-ratios. If not, the simple version of Reliabilism is a nonstarter. In this paper I argue that, despite these two apparent advantages, the complex version of Reliabilism is untenable. I conclude by arguing that the simple version is actually fine as it is.Send article to KindleTo send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle. Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply. Find out more about the Kindle Personal Document Service.RELIABILISM: HOLISTIC OR SIMPLE?Volume 9, Issue 3Jeffrey DunnDOI: https://doi.org/10.1017/epi.2012.12Your Kindle email address Please provide your Kindle email.@free.kindle.com@kindle.com Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Send article to Dropbox To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Dropbox. RELIABILISM: HOLISTIC OR SIMPLE?Volume 9, Issue 3Jeffrey DunnDOI: https://doi.org/10.1017/epi.2012.12Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Send article to Google Drive To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Google Drive. RELIABILISM: HOLISTIC OR SIMPLE?Volume 9, Issue 3Jeffrey DunnDOI: https://doi.org/10.1017/epi.2012.12Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Export citation Request permission. (shrink)

In this dissertation, I argue that understanding possesses unique epistemic value. I propose and defend a novel account of understanding that I call the management account of understanding, which is the view that an agent A understands a subject matter S just in case A has the ability to extract the relevant information and exploit it with the relevant cognitive capacities to answer questions in S. Since inquiry is the process of raising and answering questions, I argue that without understanding, (...) it would be impossible to engage in successful inquiry. I argue that understanding is indispensable for effective cognition and that it is irreducible to other epistemic categories, such as knowledge, justification, or rationality. Understanding is an irreducible component of epistemic excellence. In arguing for this account, I focus on the nature and requirements of cognition and pay less attention to intuitions about hypothetical cases, in contrast to previous approaches to understanding. I draw upon psychology and cognitive science, especially work on the frame problem, to demonstrate the importance (and difficulty) of finding relevant information and exploiting it in relevant ways to answer questions. One’s cognitive system must be organized in such a way that one has the ability to think the relevant thoughts in the relevant ways to answer the relevant questions. This reveals well-defined directions in which future research on understanding should move. In addition to proposing and defending the management account of understanding, I explore several features of understanding, including some interesting consequences of the management account. I argue that the management account and commonly used methods of measuring degrees of understanding imply that understanding can be based on false beliefs. I argue that the management account (and any account of understanding that implies understanding is an ability) implies that understanding can be acquired by luck. I also argue that understanding is ontologically prior to explanation: a good explanation is essentially an act that produces understanding in the relevant cognitive background. (shrink)

To the extent that the performance of embodied and situated cognitive agents is predicated on fore- thought;such agents must remember; and learn from; the past to predict the future. In complex; non-stationaryenvironments; such learning is facilitated by an intrinsic motivation to seek novelty. A significant part of anagent’s identity is thus constituted by its remembered distilled cumulative life experience; which the agent isdriven to constantly expand. The combination of the drive to novelty with practical limits on memorycapacity posits a problem. (...) On the one hand; because novelty seekers are unhappy when bored; merelyreliving past positive experiences soon loses its appeal: happiness can only be attained sporadically; via anopen-ended pursuit of new experience. On the other hand; because the experiencer’s memory is finite;longevity and continued novelty; taken together; imply eventual loss of at least some of the stored content;and with it a disruption of the constructed identity. In this essay; I examine the biobehavioral and cognitive-computational circumstances that give rise to this problem and explore its implications for the humancondition. (shrink)