I propose that in at least some cases, objects of artistic appreciation are best thought of not simply as causes of artistic appreciation, but as parts of the cognitive machinery that drives aesthetic appreciation. In effect, this is to say that aesthetic appreciation operates via extended cognitive systems.

This paper outlines new work in cross-cultural psychology largely drawn from Nisbett, Choi, and Smith (Cognition, 65, 15–32, 1997); Nisbett, Peng, Choi, & Norenzayan, Psychological Review, 108(2), 291–310, 2001; Nisbett, The Geography of Thought: How Asians and Westerners Think Differently...and Why. New York: Free Press 2003), Ji, Zhang and Nisbett (Journal of Personality and Social Psychology, 87(1), 57–65, 2004), Norenzayan (2000) and Peng (Naive Dialecticism and its Effects on Reasoning and Judgement about Contradiction. University of Michigan, Ann Arbor, Michigan 1997) (...) Peng and Nisbett (Cross-Cultural Similarities and Differences in the Understanding of Physical Causality. Paper presented at the Science and Culture: Proceedings of the Seventh Interdisciplinary Conference on Science and Culture, Frankfort, K. Y. 1996), and Peng, Ames, & Knowles (Culture and Human Inference: Perspectives from three traditions. In: D. Matsumoto (Ed.), Handbook of Cross-Cultural Psychology (pp. 1–2). Oxford: Oxford University Press 2000). The paper argues that the findings on cultural influences on inference-making have implications for teaching and education generally, and specifically for the debate on conceptions and misconceptions of Asian students studying in western tertiary institutions around the world. The position defended is that, while there seems to be compelling empirical evidence for intercultural differences in thought patterns, these patterns are, for the most part, insignificant in everyday exchanges, though language and culture might subtlety modulate our inference-making at the margins. Linguistic determinism however is not defended. Nonetheless, the evidence provides food for thought, and it needs to inform the recent debates about international students studying overseas. (shrink)

Review of Rob Wilson?s Boundaries of the Mind: The Individual in the Fragile Sciences: Cognition.

This paper demonstrates that the human visual system, the primary sensory conduit for primates, processes ambient energy in a way that obligatorily constructs the objects that we ineluctably perceive. And since our perceptual apparatus processes information only in terms of objects (along with the properties and movements of objects), we are limited in our ability to comprehend ‘what is’ when we move beyond our ordinary world of midsize objects—as, for example, when we address the micro microworld of quantum physics.

Cognitive science is the interdisciplinary investigation of mind and intelligence, embracing psychology, neuroscience, anthropology, artificial intelligence, and philosophy. There are many important philosophical questions related to this investigation, but this short chapter will focus on the following three. What is the nature of the explanations and theories developed in cognitive science? What are the relations among the five disciplines that comprise cognitive science? What are the implications of cognitive science research for general issues in the philosophy of science? I will (...) argue that cognitive theories and explanations depend on representations of mechanisms and that the relations among the five disciplines, especially psychology and neuroscience, depend on relations between kinds of mechanisms. These conclusions have implications for central problems in general philosophy of science such as the nature of theories, explanations, and reduction between theories at different levels. (shrink)

Current approaches to mathematical cognition divide into two major camps. Cognitive studies try to render mathematical intuition—the faculty that gives us immediate and authoritative knowledge of mathematics—respectable on scientific grounds. Cultural studies, on the other hand, regard mathematics as a form of cultural achievement, like literature or architecture. Both positions have their own shortcomings. While cognitive approaches are limited in scope and fail to account for complex mathematical developments, cultural approaches are short of detailed answers as to what enables us (...) to participate in a common mathematical practice. This situation evinces a need to balance a cognitive perspective on mathematical culture against a cultural perspective on mathematical cognition. According to current behavioral and neuropsychological evidence, the complex, uniquely human, culture-specific mathematical skills exhibited by human adults rest on a set of psychological and neural mechanisms that (a) are shared by other animals, and (b) emerge early in human development, continue to function throughout the lifespan, and thus are common to infants, children and adults. It has been proposed that these common and evolutionary ancient mechanisms account for humans’ basic “number sense” and form the building blocks for the development of more sophisticated numerical skills. Indeed, infants leave animals far behind in their numerical sophistication. What boosts this developmental difference? How do human beings acquire mathematical concepts such as the concept of natural number? First, I specify the representations that are the building blocks for the target concepts. Second, I describe how the target concepts differ from these basic representations. And finally, I characterize the learning mechanisms that enable the construction of the target concepts out of those prior representations. I argue that the power of the resulting conceptual system derives from the combination and integration of previously distinct representational systems, capitalizing on the human capacity for creating and using external symbols: human beings can only develop their distinct conceptual abilities due to their original embeddedness in both the physical world and, most importantly, in a rich milieu of cultural resources. Thus, an important developmental source of number representations, in addition to the preverbal systems mentioned above, is the representation of numbers within natural language. (shrink)

For the greater part of the last 50 years, it has been common for philosophers of mind and cognitive scientists to invoke the notion of realization in discussing the relationship between the mind and the brain. In traditional philosophy of mind, mental states are said to be realized, instantiated, or implemented in brain states. Artificial intelligence is sometimes described as the attempt either to model or to actually construct systems that realize some of the same psychological abilities that we and (...) other living creatures possess. The claim that specific psychological. (shrink)

In the good old days, when general philosophy of science ruled the Earth, a simple division was often invoked to talk about philosophical issues specific to particular kinds of science: that between the natural sciences and the social sciences. Over the last 20 years, philosophical studies shaped around this dichotomy have given way to those organized by more fine-grained categories, corresponding to specific disciplines, as the literatures on the philosophy of physics, biology, economics and psychology--to take the most prominent four (...) examples--have blossomed. In general terms, work in each of these areas has become increasingly enmeshed with that in the corresponding science itself, increasingly naturalistic (in at least one sense of that term), and in my view, increasingly interesting. (shrink)

This paper surveys some recent work on realization in the philosophy of mind and the philosophy of science.

This paper examines the standard view of realization operative incontemporary philosophy of mind, and proposes an alternative, generalperspective on realization. The standard view can be expressed, insummary form, as the conjunction of two theses, the sufficiency thesis andthe constitutivity thesis. Physicalists of both reductionist and anti-reductionist persuasions share a conception of realization wherebyrealizations are determinative of the properties they realize and physically constitutive of the individuals with those properties. Centralto the alternative view that I explore here is the idea that (...) the requisite,metaphysically robust notion of realization is ineliminably context-sensitive. I shall argue that the sufficiency and constitutivity theses aretypically not jointly satisfied by any one candidate realizer, and that goingcontext-sensitive in one's metaphysics is preferable to the standard view.The context-sensitive views developed here are implicit in a range ofcommon views in both the philosophy of mind and the philosophy of biology,even if they have not been explicitly articulated, and even though theyundermine other views that are commonly endorsed. (shrink)

This book is about the idea that some true statements would have been true no matter how the world had turned out, while others could have been false. It develops and defends a version of the idea that we tell the difference between these two types of truths in part by reflecting on the meanings of words. It has often been thought that modal issues—issues about possibility and necessity—are related to issues about meaning. In this book, the author defends the (...) view that the analysis of meaning is not just a preliminary to answering modal questions in philosophy; it is not merely that before we can find out whether something is possible, we need to get clear on what we are talking about. Rather, clarity about meaning often brings with it answers to modal questions. In service of this view, the author analyzes the notion of necessity and develops ideas about linguistic meaning, applying them to several puzzles and problems in philosophy of language. Meaning and Metaphysical Necessity will be of interest to scholars and advanced students working in metaphysics, philosophy of language, and philosophical logic. [See my homepage for a sample chapter.]. (shrink)

The concept of morality underpins the moral responsibility that not only depends on the outward practices (or ‘output’, in the case of humanoid robots) of the agents but on the internal attitudes (‘input’) that rational and responsible intentioned beings generate. The primary question that has initiated extensive debate, i.e. ‘Can humanoid robots be moral?’, stems from the normative outlook where morality includes human conscience and socio-linguistic background. This paper advances the thesis that the conceptions of morality and creativity interplay with (...) linguistic human beings instead of non-linguistic humanoid robots, as humanoid robots are indeed docile automata that cannot be responsible for their actions. To eradicate human ethics in order to make way for humanoid robot ethics highlights the moral actions and adequacy that hinges the myth of creative agency and self-dependency, which a humanoid robot can scarcely express. (shrink)

This paper explores early Australasian philosophy in some detail. Two approaches have dominated Western philosophy in Australia: idealism and materialism. Idealism was prevalent between the 1880s and the 1930s, but dissipated thereafter. Idealism in Australia often reflected Kantian themes, but it also reflected the revival of interest in Hegel through the work of ‘absolute idealists’ such as T. H. Green, F. H. Bradley, and Henry Jones. A number of the early New Zealand philosophers were also educated in the idealist tradition (...) and were influential in their communities, but produced relatively little. In Australia, materialism gained prominence through the work of John Anderson, who arrived in Australia in 1927, and continues to be influential. John Anderson had been a student of Henry Jones, who might therefore be said to have influenced both main strands of Australian philosophical thought. (shrink)

What does it mean to know how to do something? This book develops a comprehensive account of know-how, a crucial epistemic goal for all who care about getting things right, not only with respect to the facts, but also with respect to practice. It proposes a novel interpretation of the seminal work of Gilbert Ryle, according to which know-how is a competence, a complex ability to do well in an activity in virtue of guidance by an understanding of what it (...) takes to do so. This idea is developed into a full-fledged account, Rylean responsibilism, which understands know-how in terms of the normative guidance and responsible control of one's acts. Within the complex current debate about know-how, this view occupies a middle ground position between the intellectualist claim that know-how just is propositional or objectual knowledge and the anti-intellectualist claim that know-how just is ability. In genuine know-how, practical ability and guiding intellect are both necessary, but essentially intertwined. (shrink)

En sus Principios de biología de 1864, Spencer esboza una complementación entre el cuvierianismo transformacional mitigado que daba sentido a la idea de equilibración directa ahí presentada, y la teoría de la selección natural que Darwin ya había formulado en 1859. Era a este último mecanismo que Spencer denominaba "equilibración indirecta". Según Spencer, esta segunda forma de equilibración permitía explicar fenómenos evolutivos que la primera, la equilibración directa, no podía causar; aunque para él también era evidente que el accionar de (...) esa segunda equilibración debía siempre subordinarse al control de la primera. In his Principles of Biology, published in 1864, Spencer outlines a complementarity between the mitigated transformational cuvierianism that was in the basis of his idea of direct equilibration, and the theory of the natural selection that Darwin had already formulated in 1859. Spencer called the mechanism of natural selection indirect equilibration. According to him, this second form of equilibration enabled the explanation of some evolutionary phenomena that could not be caused by direct equilibration. However, for Spencer, it was clear that the operation of this second equilibration had to be always subordinated to the control of the first one. (shrink)

During the latter part of the nineteenth century our description of nerve cell structure underwent a relatively unrecognized, though fundamental, transformation-a quiet revolution of sorts. The central problem facing scientists in neurology (the study of the nervous system) was a related pair: are nerve cells continuous with each other or not, and how is information conducted? Microscope resolution and staining techniques were inadequate at the time to yield definitive proof either way. I contend that explanatory coherence provides a means to (...) elucidate this instance of theory change in the history of science. The means of elucidation will be Thagard's computational model of explanatory coherence, ECHO (). (shrink)

Background: Interdisciplinarity is one of the current trends in the scientific world today, that began with the uneasiness about the loss of the unity of science. This trend also opens possibilities for explaining complex phenomena more comprehensively and creating more advanced applications and implementations of scientific theories. One of the biggest challenges to conducting interdisciplinary research is theoretical integration, how can we combine theories from various disciplines such that the combination is fruitful? Method: This dissertation attempts to answer this challenge (...) by analyzing the intertheoretical connections of some theories from various disciplines for some real interdisciplinary research. The structuralist metatheory of science is applied as the basic theory to model the intertheoretical connections formally. This research begins with modeling the scientific theories in question before modeling the intertheoretical connections and some modifications needed. This research focuses on some researches in cognitive science that involve psychology, neuroscience, and artificial intelligence. The first research is the research conducted by van Veen et al., who research the activity of neurons in a brain's field called dorsal Anterior Cingulate Cortex during a phase of dissonance between cognitions. This research serves as a context for the analysis of intertheoretical reduction between the Festinger theory of cognitive dissonance and the Hawkins-Kandel computational neuroscientific theory. The other research is the consonance model of simulation built by Shultz and Lepper, which implements the Hopfield network to build a simulation of the cognitive dissonance. The third research is the connectionist model of simulation built by van Overwalle and Jordens, which implements the two-layers feed-forward perceptron and the delta rule as its learning rule to build a simulation of forced compliance dissonance. Result: Through this research, the author concludes that the structuralist metatheory of science can be applied for modeling and analyzing intertheoretical connections in the same discipline and between disciplines in real scientific research. The structuralist metatheory of science enables us to model and analyze the structure of the theories and their intertheoretical connections with great detail and brings very fruitful results. This research delivers some results not only for the structuralist theory science itself but also for the philosophy of science in general and interdisciplinary researches, especially cognitive science. First, by analyzing the models, a revision of the definition of intertheoretical specialization, and specialization of the concept of theory-holon according to the structuralist theory of science, called the V-pattern and strategy for combining scientific theories, are proposed. These V-pattern and strategy can serve as a tool for combining scientific theories. Second, unlike other approaches on intertheoretical reduction such as the GNS model, the structuralist metatheory of science does not intend to formulate a generalized model of reduction nor focus only on intertheoretical reduction. It provides us powerful tools for modeling various intertheoretical relations, including intertheoretical reduction, case by case. Although the intertheoretical reduction in the structuralist model is more epistemological than ontological, the structuralist models show how the reduction has empirical claims and intended applications by applying the r* function that maps the T-theoretical level to T-non-theoretical level. Third, related to the notion of the unity of science, this dissertation still sees that the unity of science is still a plausible and essential agenda for the philosophy of science and the scientific world in general. This dissertation's idea of the unity of science proposed does not assume essentialism, reductionism, and epistemological monism. This dissertation sees that the unity of science is closely related to scientific practice. Fourth, for interdisciplinary research, primarily cognitive science, this dissertation proposes an approach to model and analyze intertheoretical connections for any scientific research or any philosophical school in philosophy of science related to the idea of intertheoretical relation. This dissertation is the first example of such modeling and analysis. (shrink)

Standard approaches to cognition emphasise structures (representations and rules) much more than processes, in part because this appears to be necessary to capture the normative features of cognition. However the resultant models are inflexible and face the problem of computational intractability. I argue that the ability of real world cognition to cope with complexity results from deep and subtle coupling between cognitive and non-cognitive processes. In order to capture this, theories of cognition must shift from a structural rule-defined conception of (...) cognition to a thoroughgoing embedded process approach. (shrink)

[Phenomenology of Bodily Perception] Since this is colloquium on phenomenological and experimental approaches to cognition I’d like to set up te problem I want to address in terms of two of the different strands that we find in Merleau-Ponty’s thinking about the phenomenology of the body. One of these strands is profoundly insightful. The other one, however, seems to me to be lacking in plausibility – or rather, to put it less confrontationally and more in keeping with the spirit of (...) the colloquium, the second strand seems to stand in the way of there being a certain type of fruitful interaction between phenomenological and experimental approaches to cognition. (shrink)

[The Complex Self: Empirical and theoretical perspectives] I have throughout this paper emphasized the complexity of the self. This complexity necessitates interdisciplinary collaboration; collaboration across the divide between theoretical analysis and empirical investigation. To think that a single discipline, be it philosophy or neuroscience, should have a monopoly on the investigation of self is merely an expression of both arrogance and ignorance.

I propose a new approach to the constitutive problem of psychology ‘what is mind?’ The first section introduces modifications of the received scope, methodology, and evaluation criteria of unified theories of cognition in accordance with the requirements of evolutionary compatibility and of a mature science. The second section outlines the proposed theory. Its first part provides empirically verifiable conditions delineating the class of meaningful neural formations and modifies accordingly the traditional conceptions of meaning, concept and thinking. This analysis is part (...) of a theory of communication in terms of inter-level systems of primitives that proposes the communication-understanding principle as a psychological invariance. It unifies a substantial amount of research by systematizing the notions of meaning, thinking, concept, belief, communication, and understanding and leads to a minimum vocabulary for this core system of mental phenomena. Its second part argues that written human language is the key characteristic of the artificially natural human mind. Overall, the theory both supports Darwin’s continuity hypothesis and proposes that the mental gap is within our own species. (shrink)

In "What Minds Can Do" (1997), Pierre Jacob argues for the cognitive turn in the philosophy of mind. He formulates this in contrast with the linguistic turn, which privileges linguistic semanticity over mental semanticity. Jacob argues that the order of privilege should be the other way around. I argue for a third option, which I call the ecological turn, which dissolves the bifurcation explored by Jacob.

Riassunto: in queste note presentouna breve panoramica della scienza cognitiva, che costituisce a tutt'oggi, a più di vent'anni dalla sua nascita, un coacervo di novità rilevanti nell'ambito della ricerca interdisciplinare. Dopo una prima presentazione generale (§1), traccio una breve storia della disciplina (§2) per passare poi a descrivere nel § 3 uno dei nuclei di fondo della scienza cognitiva: il funzionalismo e l'idea di mente come sistema di rappresentazioni o mappe cognitive. Nel § 4. accenno ad alcune tensioni interne alla (...) scienza cognitiva. Essa è tuttora un campo disciplinare con forti contrasti sui paradigmi da seguire nella descrizione dell'architettura della mente. Una sfida recente è venuta dalla robotica "situata" e dalla tesi che occorre fare a meno delle rappresentazioni mentali nella costruzione di robot intelligenti. Nel § 5 discuto questa sfida mostrando che, nonostante l'entusiasmo suscitato dai primi successi della nuova robotica, il cardine della scienza cognitiva resta solido, anche se bisognoso di completamento. Nella conclusione, al § 6, tocco di sfuggita il tema della coscienza dei sistemi intelligenti (umani e artificiali) e invito a cercare strade per affrontare i problemi che si porranno alle nuove generazioni di studiosi, ormai al di là della frattura tra cultura umanistica e scientifica, frattura che forse trova in Italia uno degli ultimi ambienti in cui sopravvivere. (shrink)

In this article, we set out, first, a general overview of metaphor and metaphorical thought research within cognitive psychology and developmental psychology. We claim that, although research efforts broadened perspectives that considered metaphors to be ornaments of poetic language, certain predominance of a linguistic point of view within investigations led to relatively little attention paid to (i) non-verbal and non-written metaphorical instantiations, and (ii) the pre-linguistic and cultural origins of metaphorical thought. Next, we attempt to delve into, and model, the (...) ontogenetic origins of metaphor, taking into consideration social and cultural elements. To that end, we consider the Vygotskian perspective and contemporary research from the pragmatics of the object. We propose that metaphorical thought is an emerging result of a complex web of dynamic relationships between pre-linguistic and socioculturally regulated semiotic systems. The analysis undertaken shows the need for a research programme with a developmental orientation that considers metaphor to be a product of the intertwining between the individual and social dimensions of cognitive development. We suggest this programme should find its roots in the analysis of the semiotic skills that precede the acquisition of metaphorical language. (shrink)