The thrust of the argument presented in this paper is that phenomenological ontology survives the criticism of “correlationism” as advanced by speculative realism, a movement that has evolved in continental philosophy over the past decade. Correlationism is the position, allegedly occupied by phenomenology, that presupposes the ontological primacy of the human subject. Phenomenology survives this criticism not because the criticism misses its mark, but because phenomenology occupies a position that is broader than that of correlationism. With its critique of correlationism, (...) speculative realism rightly identifies a battle that no longer needs to be fought: the battle against 19th century brands of mechanical realism. Free from the impatient and defensive posturing against the mechanization of the human, phenomenology is also free to explore the world beyond its emphasis on human experience. Doing so requires a return to Husserl's discussion of hylé and the “twofold bed” of phenomenology. Phenomenology may emphasize hylé – that is, material; or it may emphasize nous – the world as it appears to or is transformed by consciousness. By returning to Merleau-Ponty's Phenomenology of Perception, a case is made for hyletic phenomenology. Hyletic phenomenology allows for ontological reversibility and recognizes the “unhuman” elements in things. It is hyletic phenomenology that grounds phenomenological ontology after the critique of correlationism has been assessed. (shrink)

According to the restructuring hypothesis, insight problem solving typically progresses through consecutive stages of search, impasse, insight, and search again for someone, who solves the task. The order of these stages was determined through self-reports of problem solvers and has never been verified behaviorally. We asked whether individual analysis of problem solving attempts of participants revealed the same order of problem solving stages as defined by the theory and whether their subjective feelings corresponded to the problem solving stages they were (...) in. Our participants tried to solve the Five-Square problem in an online task, while we recorded the time and trajectory of their stick movements. After the task they were asked about their feelings related to insight and some of them also had the possibility of reporting impasse while working on the task. We found that the majority of participants did not follow the classic four-stage model of insight, but had more complex sequences of problem solving stages, with search and impasse recurring several times. This means that the classic four-stage model is not sufficient to describe variability on the individual level. We revised the classic model and we provide a new model that can generate all sequences found. Solvers reported insight more often than non-solvers and non-solvers reported impasse more often than solvers, as expected; but participants did not report impasse more often during behaviorally defined impasse stages than during other stages. This shows that impasse reports might be unreliable indicators of impasse. Our study highlights the importance of individual analysis of problem solving behavior to verify insight theory. (shrink)

Individual creativity is standardly treated as an ‘internalist’ process occurring solely in the head. An alternative, more interactionist view is presented here, where working with objects, media and other external things is seen as a fundamental component of creative thought. The value of chance interaction and chance cueing — practices widely used in the creative arts — is explored briefly in an account of the creative method of choreographer Wayne McGregor and then more narrowly in an experimental study that compared (...) performance on a Scrabble-like word discovery problem. Subjects were presented with seven letters and given two minutes to call out three-to-seven-letter English words. There were three conditions: The tiles were fixed in place, subjects were free to move the tiles manually or the tiles could be randomly shuffled. Results showed that random shuffling was best, with manual movement second. Three reasons are provided: Shuffling is faster and cheaper than mentally thinking of candidates; randomizing strings covers the search space better than a deterministic method based on past successes; and randomizing is equivalent to adding diversity to a team, which is known empirically to lead to more creative solutions. (shrink)

Participants in cognitive psychology experiments on reasoning and problem solving are commonly sequestered: Efforts are made to impoverish the physical context in which the problem is presented, decoupling people from the richer and modifiable environment that naturally instantiates it outside the lab. Sense-making activities are constrained, but this conforms to the strong internalist and individualist commitments implicit to these research efforts: Cognition reflects internal computations and the scientists’ toils must focus on the individual and what she is thinking, decoupled from (...) the world. We contrast this position with one that identifies cognition as the product of a cognitive system that is configured and enacted by, minimally, an agent and the world in which she is embedded. We review work on the psychology of hypothesis testing and problem solving and argue that refocusing research efforts on the dynamic agent-environment couplings that generate cognitive products — such as a problem representation, a hypothesis or a problem solution — offers a much richer set of methodological opportunities to unveil how people actually think outside the cognitive psychologist’s laboratory. We conclude by exploring the ontological implications of a systemic perspective on cognition. (shrink)

The study of insight in problem solving and creative thinking has seen an upsurge of interest in the last 30 years. Current theorising concerning insight has taken one of two tacks. The special-process view, which grew out of the Gestalt psychologists’ theorising about insight, proposes that insight is the result of a dedicated set of processes that is activated by the individual's reaching impasse while trying to deal with a problematic situation. In contrast, the business-as-usual view argues that insight is (...) brought about by the same processes that underlie ordinary thinking . Although those two views are typically treated as being in opposition, it has recently been proposed that a complete understanding of insight will require bringing together aspects of both views. The present paper carries that proposal further. Critical analysis of those two viewpoints demonstrates that each has a positive contribution to make to our understanding of insight, but also is.. (shrink)

The book presents the case that cognitive science should turn its attention to developing theories of human cognition that cover the full range of human perceptual, cognitive, and action phenomena. Cognitive science has now produced a massive number of high-quality regularities with many microtheories that reveal important mechanisms. The need for integration is pressing and will continue to increase. Equally important, cognitive science now has the theoretical concepts and tools to support serious attempts at unified theories. The argument is made (...) entirely by presenting an exemplar unified theory of cognition both to show what a real unified theory would be like and to provide convincing evidence that such theories are feasible. The exemplar is SOAR, a cognitive architecture, which is realized as a software system. After a detailed discussion of the architecture and its properties, with its relation to the constraints on cognition in the real world and to existing ideas in cognitive science, SOAR is used as theory for a wide range of cognitive phenomena: immediate responses ; discrete motor skills ; memory and learning ; problem solving ; language ; and development. The treatments vary in depth and adequacy, but they clearly reveal a single, highly specific, operational theory that works over the entire range of human cognition, SOAR is presented as an exemplar unified theory, not as the sole candidate. Cognitive science is not ready yet for a single theory – there must be multiple attempts. But cognitive science must begin to work toward such unified theories. (shrink)

This article presents a cognitive map proposed to be associated with understanding of the “system concept,” one component of the physics principle of Newton's second low. A definition of the concept is followed by the results of a problem‐solving experiment designed to investigate whether or not good problem solvers possess cognitive structures similar to the one proposed. Think‐aloud protocols were collected as subjects solved a series of physics problems involving Newton's second law. Coding schemes were used to analyze these protocols (...) and to develop a quantitative index intended to reflect the extent to which subjects possessed certain components of the proposed structure. This index proved a highly significant predictor of performance on Newton's second law transfer problems contained in a written exam. In contrast, performance on a set of familiar problems in the same written exam was not a good predictor of performance on transfer problems. These results indicate that cognitive structures that connect the equation ΣF = ma and the concept of choosing appropriate systems are at least part of what constitutes understanding of the principle of Newton's second law. Implications for physics education and problem‐solving research are presented. (shrink)

Recent studies have shown that self‐explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments that emphasizes self‐explanation affect students' learning, as compared to other instructional treatments? We investigated whether self‐explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. In two classroom experiments, we found that students who explained their steps during problem‐solving (...) practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. The explainers better explained their solutions steps and were more successful on transfer problems. We interpret these results as follows: By engaging in explanation, students acquired better‐integrated visual and verbal declarative knowledge and acquired less shallow procedural knowledge. The research demonstrates that the benefits of self‐explanation can be achieved in a relatively simple computer‐based approach that scales well for classroom use. (shrink)

At the age of sixteen, Einstein imagined chasing after a beam of light. He later recalled that the thought experiment had played a memorable role in his development of special relativity. Famous as it is, it has proven difficult to understand just how the thought experiment delivers its results. It fails to generate problems for an ether-based electrodynamics. I propose that Einstein’s canonical statement of the thought experiment from his 1946 “Autobiographical Notes,” makes most sense not as an argument against (...) ether-based electrodynamics, but as an argument against “emission” theories of light. (shrink)

The object of this paper is to show why recent research in the psychology of deductive and probabilistic reasoning does not have.

What happens to the inner light of consciousness with the death of the individual body and brain? Reductive materialism assumes it simply fades to black. Others think of consciousness as indicating a continuation of self, a transformation, an awakening or even alternatives based on the quality of life experience. In this issue, speculation drawn from theoretic research are presented. -/- Table of Contents Epigraph: From “The Immortal”, Jorge Luis Borges iii Editor’s Introduction: I Killed a Squirrel the Other Day, Gregory (...) M. Nixon iv-xi Research Essays The Tilde Fallacy and Reincarnation: Variations on a "Skeptical" Argument Teed Rockwell 862-881 Death, Consciousness, and Phenomenology, Steve Bindeman 882-899 The Idealist View of Consciousness After Death, Bernardo Kastrup 900-909 Consciousness, a Cosmic Phenomenon—A Hypothesis, Eva Déli 910-930 The Theory of a Natural Afterlife: A Newfound, Real Possibility for What Awaits Us at Death, Bryon K. Ehlmann 931-950 Near-Death Cases Desegregating Non-Locality/Disembodiment via Quantum Mediated Consciousness: An Extended Version of the Cell-Soul Pathway, Contzen Pereira & J Shashi Kiran Reddy 951-968 On the Possible Existence of Quantum Consciousness After Brain Death, Massimo Pregnolato & Alfredo Pereira Jr. 969-991 Science and Postmortem Survival, Edward F. Kelly 992-1011 Explorations ISS Theory: Cosmic Consciousness, Self, and Life Beyond Death in a Hyperdimensional Physics, Chris H. Hardy 1012-1035 Does the Consciousness End, Remain Awake, or Transform After Death? Radivoj Stankovich (with Micho Durdevich) 1036-1050 Big Bang Spirituality, Life, and Death, Ken Bausch 1051-1063 Death, Consciousness and the Quantum Paradigm, Ronald Peter Glasberg 1064-1077 Living With Limits: The Continuum of Consciousness, Donald Brackett 1078-1098 Mysticism, Consciousness, Death, Mike Sosteric 1099-1118 What Dies? Eternalism and the Afterlife in William James, Jonathan Bricklin 1119-1140 Theories of Consciousness and Death: Does Consciousness End, Continue, Awaken, or Transform When the Body Dies? Roger Cook 1141-1153 It’s the Other Way Around: Matter is a Form of Consciousness and Death is the End of the Illusion of Life in the World, James P. Kowall & Pradeep B. Deshpande 1154-1208 Statements A Feminine Vision for the World Consciousness, & a New Outrageous Ontology, Lorna Green 1209-1217 The Mask of Eternity: The Quest for Immortality and the Afterlife, Iona Miller 1218-1228 Are We Really “such stuff as dreams are made on”? Chris Nunn 1229-1225 Is the Afterlife a Non-Question? (Let's Hope Not), Deepak Chopra 1226-1230 Life After Death? An Improbable Essay, Stuart Kauffman 1231-1236. (shrink)

The richness of humanity is the diversity of its cultures, but now as never before the destructive power of modern technology and threatening ecological disasters make it necessary that we all recognize we are many peoples of one world. Complementing the diversity of our different cultures, the growth of a common, scientific knowledge inspires the hope that we may achieve and share a secondary culture of ideas. Computers, which can help represent explicitly the best ideas of modern science, can aid (...) in the diffusion of such powerful ideas to create a popular, secondary, scientific culture.We propose that a primary objective of learning environment design should be the development of thinkable models in the minds of students; further, since thinkable models represent a level of knowledge deeper than superficial terminology and specific graphical forms, such may be an objective suitable for various people in different cultures. To pursue these notions in some detail, a taxonomy of models is developed and the issue of how representations relate to human modes of perception and action is raised. The notions are explored first through the contrasting of a half-dozen approaches to the Pythagorean Theorem; then through describing polylingual word worlds and the Rosetta disk project.Common experiences produce common models —not only public models but the cognitive structures built from those shared experiences; and shared models will permit enhanced communication and understanding. If sharing experiences through play with computer based learning environments in different languages permits children to develop common models of the world, this will ultimately enhance mutual understanding between people in different places. This objective is now within reach. (shrink)