Investigamos o problema da continuidade entre (1) cognições básicas e (2) complexas, especificamente em relação à linguagem. Nossa hipótese é a de que visões contemporâneas da linguagem não inviabilizam necessariamente a abordagem bottom-up ― abordagens tipicamente enativistas. Primeiro apresentamos a posição de Daniel Hutto e Erik Myin (2013, 2017), representantes do Radically Enactive Cognition (REC), a qual assume o desafio da continuidade e identifica na linguagem o critério para uma distinção de tipo entre (1) e (2). Em seguida, estabelecemos a (...) posição Wittgensteiniana defendida por Moyal-Sharrock (2019), na qual a linguagem seria apenas mais uma habilidade de possível desenvolvimento para (1) e (2). Haveria, portanto, somente uma distinção de grau , não de tipo. Por mais que a avaliação de Moyal-Sharrock seja interessante no sentido de que parece evitar um ceticismo de continuidade (identificado por ela no REC), também encontramos problemas em sua visão. (shrink)

Craig Callender attempts to overturn conventional wisdom within decision theory by contending that rational intertemporal choices need not always conform to an exponential discounting function. He argues that there are cases in which hyperbolic discounting is the height of rationality. This paper does not seek to undermine Callender’s conclusions, but instead raises two interrelated theoretical concerns with his way securing them. The first concern is with his dismissal of influential dual-system explanations of rationality. It is argued that Callender’s criticisms of (...) said explanations fail to assess them at anything like their full weight. It is then suggested that dual-systems approaches in cognitive science do have substantial theoretical problems, but that Callender fails to identify them. The second concern builds on the first and suggests that Callender’s arguments against consensus normative standards might motivate a more dramatically reimagined notion of rationality than the one he seems to embrace. (shrink)

The conceptual foundations, features, and scope of the notion of rationality are increasingly being affected by developments in embodied cognitive science. This article starts from the idea of embodied rationality, and aims to develop a frame in which a debate with the classical, possibly bounded, notion of rationality-as-consistency can take place. To this end, I develop a game theoretic description of a real time interaction setup in which participants' behaviors can be used to compare the enactive approach, which underlies embodied (...) rationality, with game theoretic approaches to human interaction. The Perceptual Crossing Paradigm is a minimal interaction interface where two participants each control an avatar on a shared virtual line, and are tasked with cooperatively finding each other among distractor objects. It is well known that the best performance on this task is obtained when both participants let their movements coordinate with the objects they encounter, which they do without any prior knowledge of efficient interaction strategies in the system. A game theoretic model of this paradigm shows that this task can be described as an Assurance game, which allows for comparing game theoretical approaches and the enactive approach on two main fronts. First, accounting for the ability of participants to interactively solve the Assurance game; second, accounting for the evolution of choice landscapes resulting from evolving normative realms in the task. Similarly to the series of paradoxes which have fueled debates in economics in the past century, this analysis aims to serve as an interpretation testbed which can fuel the current debate on rationality. (shrink)

Concept formation is a crucial milestone for cognitive development. In the last 40 years, empirical evidence obtained in laboratory settings suggested that babies have a rich conceptual system that expresses in responses to stimuli. However, very little is still known about how concepts develop in every day, ecological contexts. This is due to a lack of studies addressing (i) the intersubjective contexts of activity in which concepts develop and (ii) the meanings that objects that are part of those contexts acquire (...) through material engagement. This paper presents a qualitative analysis of six observations from a longitudinal pilot study carried out at an infant school in Madrid (Spain), with children from ages 5 to 17 months. Children’s interactions with each other, with their teacher, and with objects were recorded every 21 days for 6 months. Results show that when children, in their first year of life, grasp the canonical uses of objects they stop interacting with isolated things and start to interact with members of functional classes. Knowledge about the canonical function of objects grants children access to new forms of interaction with the material world, with others, and with themselves. I, therefore, propose that, in early childhood, general forms of material engagement that take place within culturally organised activities are central to conceptual development. Specifically, I hold that canonical uses of objects are conceptual in nature. Results are discussed in relation to the need for more studies addressing the active role of material culture for cognition in early childhood. (shrink)