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  1. Aesthetics and cognitive science.Dustin Stokes - 2009 - Philosophy Compass 4 (5):715-733.
    Experiences of art involve exercise of ordinary cognitive and perceptual capacities but in unique ways. These two features of experiences of art imply the mutual importance of aesthetics and cognitive science. Cognitive science provides empirical and theoretical analysis of the relevant cognitive capacities. Aesthetics thus does well to incorporate cognitive scientific research. Aesthetics also offers philosophical analysis of the uniqueness of the experience of art. Thus, cognitive science does well to incorporate the explanations of aesthetics. This paper explores this general (...)
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  • A psycho-historical research program for the integrative science of art.Nicolas J. Bullot & Rolf Reber - 2013 - Behavioral and Brain Sciences 36 (2):163-180.
    Critics of the target article objected to our account of art appreciators' sensitivity to art-historical contexts and functions, the relations among the modes of artistic appreciation, and the weaknesses of aesthetic science. To rebut these objections and justify our program, we argue that the current neglect of sensitivity to art-historical contexts persists as a result of a pervasive aesthetic–artistic confound; we further specify our claim that basic exposure and the design stance are necessary conditions of artistic understanding; and we explain (...)
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  • (1 other version)Degrees of Attention in Experiencing Art.Ancuta Mortu - 2018 - Estetika: The European Journal of Aesthetics 55 (1):45-66.
    This paper examines gradients of attention in relation to aesthetic appreciation. My main claim is that we should leave open the possibility that aesthetic response might be triggered by stimulations taking place far from the centre of one’s focused attention. In support of this claim I first discuss the notion of ‘periphery of attention’ and the challenges that it poses to contemporary psychological theories of aesthetics. I provide four criteria for differentiating between several types of attentional processes and then proceed (...)
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  • What is art? A methodological framework for a pluridisciplinary investigation.Alessandro Pignocchi - unknown
    Over the last decades, disciplines such as cognitive psychology, evolutionary psychology and the neurosciences have shown an increasing interest for art. It remains unclear what kind of relation these "young disciplines" should have with more traditional endeavors and, more generally, in which way they can enrich our understanding of art. In this paper, I lay down the foundations of a methodological framework which distinguishes between three basic topics: the investigation of the cognitive phenomena elicited by the experience of things that (...)
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  • Taking the language stance in a material word: A comprehension study.Kristian Tylén, Johanne Stege Phillipsen & Ethan Weed - 2009 - Pragmatics and Cognition 17 (3):573-595.
    This paper investigates a special kind of social meaning-making manifest in how we experience static objects and properties of our everyday world. This happens, for example, when we recognize objects like vacuum cleaners, sliced tomatoes, and sneakers as placed in special sites in the environment. Given the compositional features of such images, we see them as designed to accomplish communicative functions. It is argued that object configurations of this kind are recognized as externalized ostensive cues. They are seen as having (...)
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  • The artful mind meets art history: Toward a psycho-historical framework for the science of art appreciation.Nicolas J. Bullot & Rolf Reber - 2013 - Behavioral and Brain Sciences 36 (2):123-137.
    Research seeking a scientific foundation for the theory of art appreciation has raised controversies at the intersection of the social and cognitive sciences. Though equally relevant to a scientific inquiry into art appreciation, psychological and historical approaches to art developed independently and lack a common core of theoretical principles. Historicists argue that psychological and brain sciences ignore the fact that artworks are artifacts produced and appreciated in the context of unique historical situations and artistic intentions. After revealing flaws in the (...)
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  • But Is It really Art? The Classification of Images as “Art”/“Not Art” and Correlation with Appraisal and Viewer Interpersonal Differences.Matthew Pelowski, Gernot Gerger, Yasmine Chetouani, Patrick S. Markey & Helmut Leder - 2017 - Frontiers in Psychology 8.
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  • Educating the design stance: Issues of coherence and transgression.Norman H. Freeman & Melissa L. Allen - 2013 - Behavioral and Brain Sciences 36 (2):141 - 142.
    Bullot & Reber (B&R) put forth a design stance to fuse psychological and art historical accounts of visual thinking into a single theory. We argue that this aspect of their proposal needs further fine-tuning. Issues of transgression and coherence are necessary to provide stability to the design stance. We advocate looking to Art Education for such fundamentals of picture understanding.
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  • Art, artists, and perception: A model for premotor contributions to perceptual analysis and form recognition.William Seeley & Aaron Kozbelt - 2008 - Philosophical Psychology 21 (2):149 – 171.
    Artists, art critics, art historians, and cognitive psychologists have asserted that visual artists perceive the world differently than nonartists and that these perceptual abilities are the product of knowledge of techniques for working in an artistic medium. In support of these claims, Kozbelt (2001) found that artists outperform nonartists in visual analysis tasks and that these perceptual advantages are statistically correlated with drawing skill. We propose a model to explain these results that is derived from a diagnostic framework for object (...)
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  • Educating the design stance: Issues of coherence and transgression. Commentary on Bullot & Reber.Norman H. Freeman & Melissa L. Allen - forthcoming - Behavioral and Brain Sciences.
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  • Exposure, experience, and intention recognition: Take it from the bottom.Mark Rollins - 2013 - Behavioral and Brain Sciences 36 (2):154 - 155.
    The psycho-historical account implies two ways of construing the relation of basic exposure to the artistic design stance and artistic understanding. One is empirically dubious and the other does not fit well with the account. The assumption that combining psychology with history requires identifying actual intentions is undermined by the artistic design stance.
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