Valence is a central component of all affective states, including pains, pleasures, emotions, moods, and feelings of desire or repulsion.This paper has two main goals. One is to suggest that enough is now known about the causes, consequences, and properties of valence to indicate that it forms a unitary natural-psychological kind, one that seemingly plays a fundamental role in motivating all kinds of intentional action. If this turns out to be true, then the correct characterization of the nature of valence (...) becomes an urgent philosophical issue. There appear to be just two accounts that have the required generality. According to one, valence is a nonconceptual representation of value. According to the other, valence is an intrinsic qualitative property of experience. The second goal of the paper is to contrast and evaluate these two views of the nature of valence, drawing on the relevant empirical findings. Overall, I suggest that the representational account is more plausible. (shrink)

There has been a flurry of recent work on the cognitive neuroscience of curiosity. But everyone in the field offers definitions of curiosity that are meta-cognitive in nature. Curiosity is said to be a desire for knowledge, or a motivation to learn about something, and so on. This appears problematic. It either makes it difficult to see how curiosity can properly be attributed to cats and rats (let alone birds and bees), or it commits us to attributing capacities for self-awareness (...) in these creatures for which we lack evidence. The goal of the present article is to offer a re-interpretation of the main findings in the literature: showing how it is possible for creatures to be curious while lacking any conception of their own or others’ minds, while at the same time arguing that there is something that a meta-cognitive conception of curiosity gets right. (shrink)

Human motor skills are exceptional compared to other species, no less than their cognitive skills. In this perspective paper, we suggest that “movement matters!,” implying that motor development is a crucial driving force of cognitive development, much more impactful than previously acknowledged. Thus, we argue that to fully understand and explain developmental changes, it is necessary to consider the interaction of motor and cognitive skills. We exemplify this argument by introducing the concept of “embodied planning,” which takes an embodied cognition (...) perspective on planning development throughout childhood. From this integrated, comprehensive framework, we present a novel climbing paradigm as the ideal testbed to explore the development of embodied planning in childhood and across the lifespan. Finally, we outline future research directions and discuss practical applications of the work on developmental embodied planning for robotics, sports, and education. (shrink)