Surely since the Enlightenment, if not before, the study of mind has centered principally on how man achieves a “true” knowledge of the world. Emphasis in this pursuit has varied, of course: empiricists have concentrated on the mind’s interplay with an external world of nature, hoping to find the key in the association of sensations and ideas, while rationalists have looked inward to the powers of mind itself for the principles of right reason. The objective, in either case, has been (...) to discover how we achieve “reality,” that is to say, how we get a reliable fix on the world, a world that is, as it were, assumed to be immutable and, as it were, “there to be observed.”This quest has, of course, had a profound effect on the development of psychology, and the empiricist and rationalist traditions have dominated our conceptions of how the mind grows and how it gets its grasp on the “real world.” Indeed, at midcentury Gestalt theory represented the rationalist wing of this enterprise and American learning theory the empiricist. Both gave accounts of mental development as proceeding in some more or less linear and uniform fashion from an initial incompetence in grasping reality to a final competence, in one case attributing it to the work out of internal processes or mental organization, and in the other to some unspecified principle of reflection by which—whether through reinforcement, association, or conditioning—we came to respond to the world “as it is.” There have always been dissidents who challenged these views, but conjectures about human mental development have been influenced far more by majoritarian rationalism and empiricism than by these dissident voices. Jerome Bruner is research professor of psychology at New York University, where he is also serving as Meyer Visiting Professor of Law. His most recent book, Acts of Meaning, appeared in 1990. In 1987 he received the Balzan Prize for “a lifetime contribution to the study of human psychology.”. (shrink)

This article examines the structure and processing of editorial cartoons appropriating Joe Rosenthal's famous Iwo Jima photograph in view of the theory of conceptual blending (Fauconnier & Turner, 2002 Fauconnier, G. and Turner, M. 2002. The way we think: Conceptual blending and the mind's hidden complexities, New York,, NY: Basic Books. [Google Scholar]). The main claim argued is that Blending theory accounts for complex processes of meaning constructing provoked by editorial cartoons that invoke several conceptual domains to define and evaluate (...) their topic, Iwo Jima cartoons being cases in point. The second section introduces the relevant aspects of Blending theory: mental spaces and types of blending networks. The third section addresses the Iwo Jima image as one particular input space; a moral criterion to which the selected sociopolitical topic of the cartoon is compared and judged. The fourth section isolates four types of graphic operations blending the Iwo Jima image with topical entities. The fifth section demonstrates how various kinds of blends give rise to either positive or negative evaluations. The final section argues that the study's scope of application extends to any kind of multi-domain cartoon, not just those addressed in this article. (shrink)

The theory of embodied cognition can provide HCI practitioners and theorists with new ideas about interac-tion and new principles for better designs. I support this claim with four ideas about cognition: (1) interacting with tools changes the way we think and perceive – tools, when manipulated, are soon absorbed into the body schema, and this absorption leads to fundamental changes in the way we perceive and conceive of our environments; (2) we think with our bodies not just with our brains; (...) (3) we know more by doing than by seeing – there are times when physically performing an activity is better than watching someone else perform the activity, even though our motor resonance system fires strongly during other person observa-tion; (4) there are times when we literally think with things. These four ideas have major implications for interaction design, especially the design of tangible, physical, context aware, and telepresence systems. (shrink)

Thomas Hobbes's condemnation of metaphor as one of the chief "abuses of speech" in Leviathan occupies a famous place in the history of thinking about metaphor. From the viewpoint of cognitive metaphor theory, George Lakoff and Mark Johnson have depicted Hobbes and John Locke as the founding fathers of a tradition in which "metaphor and other figurative devices [became] objects of scorn". Similar verdicts on Hobbes and on Locke as arch-detractors of metaphor can be found in many other accounts of (...) the history of semantics. However, these indictments stand in marked contrast to a considerable number of scholarly publications that have shown that Hobbes's assessment of rhetoric and metaphor is far from a 'straightforward' denunciation of anything non-'literal'. In this paper I shall use results of this research in an analysis of key-passages from Leviathan to re-assess Hobbes's views on metaphor. I shall demonstrate that some critics of Hobbes have overlooked crucial differentiations in his concept of metaphor as a key-issue of public communication. Furthermore, I shall argue that Hobbes's foregrounding of the 'dangers' of metaphor use in political theory and practice should be interpreted as an acknowledgement rather than as a denial of its conceptual and cognitive force. (shrink)

When we see an object, we also represent those parts of it that are not visible. The question is how we represent them: this is the problem of amodal perception. I will consider three possible accounts: (a) we see them, (b) we have non-perceptual beliefs about them and (c) we have immediate perceptual access to them, and point out that all of these views face both empirical and conceptual objections. I suggest and defend a fourth account, according to which we (...) represent the occluded parts of perceived objects by means of mental imagery. This conclusion could be thought of as a (weak) version of the Strawsonian dictum, according to which “imagination is a necessary ingredient of perception itself”. (shrink)

As yet, there is no enactive account of social cognition. This paper extends the enactive concept of sense-making into the social domain. It takes as its departure point the process of interaction between individuals in a social encounter. It is a well-established finding that individuals can and generally do coordinate their movements and utterances in such situations. We argue that the interaction process can take on a form of autonomy. This allows us to reframe the problem of social cognition as (...) that of how meaning is generated and transformed in the interplay between the unfolding interaction process and the individuals engaged in it. The notion of sense-making in this realm becomes participatory sense-making. The onus of social understanding thus moves away from strictly the individual only. (shrink)

The identity of conscious states and brain states must remain a mystery until we find a way of characterising both sides of the equation in terms that have the same ‘dimensions’. In this paper I stress the need for ‘dual currency concepts’ that not only are but can be seen to be as appropriate for talking about, say, the experience of pain as for talking about the corresponding working of the brain. In the light of evolutionary theory I make a (...) radically new proposal for what the common dimension is, centred on the idea of ‘authorship’. (shrink)

Journal Name: Cognitive Linguistics Issue: Ahead of print.

How and why do moral judgments vary across the political spectrum? To test moral foundations theory, the authors developed several ways to measure people’s use of 5 sets of moral intuitions: Harm/care, Fairness/reciprocity, Ingroup/loyalty, Authority/respect, and Purity/sanctity. Across 4 studies using multiple methods, liberals consistently showed greater endorsement and use of the Harm/care and Fairness/reciprocity foundations compared to the other 3 foundations, whereas conservatives endorsed and used the 5 foundations more equally. This difference was observed in abstract assessments of the (...) moral relevance of foundation-related concerns such as violence or loyalty, moral judgments of statements and scenarios, “sacredness” reactions to taboo trade-offs, and use of foundation-related words in the moral texts of religious sermons. These findings help to illuminate the nature and intractability of moral disagreements in the American “culture war.”. (shrink)

The concept of metaphor as primarily a vehicle for conveying ideas, even if unusual ones, seems to me as wrong as the parent idea that a metaphor has a special meaning. I agree with the view that metaphors cannot be paraphrased, but I think this is not because metaphors say something too novel for literal expression but because there is nothing there to paraphrase. Paraphrase, whether possible or not, inappropriate to what is said: we try, in paraphrase, to say it (...) another way. But if I am right, a metaphor doesn't say anything beyond its literal meaning. This is not, of course, to deny that a metaphor has a point, nor that that point can be brought out by using further words.... My disagreement is with the explanation of how metaphor works its wonders. To anticipate: I depend on the distinction between what words mean and what they are used to do. I think metaphor belongs exclusively to the domain of use. It is something brought off by the imaginative employment of words and sentences and depends entirely on the ordinary meanings of those words and hence on the ordinary meanings of the sentences they comprise. Donald Davidson is University Professor of philosophy at the University of Chicago. He is the author of many important essays, including "Actions, Reasons and Causes," "Causal Relations," and "Truth and Meaning," coauthor of Decision-Making: An Experimental Approach, and coeditor of Words and Objections, Semantics of Natural Language, and The Logic of Grammar. (shrink)

Martin Davies; V*—Idiom and Metaphor, Proceedings of the Aristotelian Society, Volume 83, Issue 1, 1 June 1983, Pages 67–86, https://doi.org/10.1093/aristotelia.

Empirical studies of gesture in a subject who has lost proprioception and the sense of touch from the neck down show that specific aspects of gesture remain normal despite abnormal motor processes for instrumental movement. The experiments suggest that gesture, as a linguistic phenomenon, is not reducible to instrumental movement. They also support and extend claims made by Merleau-Ponty concerning the relationship between language and cognition. Gesture, as language, contributes to the accomplishment of thought.

I propose that an account of metaphor understanding which covers the full range of cases has to allow for two routes or modes of processing. One is a process of rapid, local, on-line concept construction that applies quite generally to the recovery of word meaning in utterance comprehension. The other requires a greater focus on the literal meaning of sentences or texts, which is metarepresented as a whole and subjected to more global, reflective pragmatic inference. The questions whether metaphors convey (...) a propositional content and what role imagistic representation plays receive somewhat different answers depending on the processing route. (shrink)

New and radically reformative thinking about the enactive and embodied basis of cognition holds out the promise of moving forward age-old debates about whether we learn and how we learn. The radical enactive, embodied view of cognition (REC) poses a direct, and unmitigated, challenge to the trademark assumptions of traditional cognitivist theories of mind—those that characterize cognition as always and everywhere grounded in the manipulation of contentful representations of some kind. REC has had some success in understanding how sports skills (...) and expertise are acquired. But, REC approaches appear to encounter a natural obstacle when it comes to understanding skill acquisition in knowledge-rich, conceptually based domains like the hard sciences and mathematics. This paper offers a proof of concept that REC’s reach can be usefully extended into the domain of science, technology, engineering, and mathematics (STEM) learning, especially when it comes to understanding the deep roots of such learning. In making this case, this paper has five main parts. The section “Ancient Intellectualism and the REC Challenge” briefly introduces REC and situates it with respect to rival views about the cognitive basis of learning. The “Learning REConceived: from Sports to STEM?” section outlines the substantive contribution REC makes to understanding skill acquisition in the domain of sports and identifies reasons for doubting that it will be possible to apply the same approach to knowledge-rich STEM domains. The “Mathematics as Embodied Practice” section gives the general layout for how to understand mathematics as an embodied practice. The section “The Importance of Attentional Anchors” introduces the concept “attentional anchor” and establishes why attentional anchors are important to educational design in STEM domains like mathematics. Finally, drawing on some exciting new empirical studies, the section “Seeing Attentional Anchors” demonstrates how REC can contribute to understanding the roots of STEM learning and inform its learning design, focusing on the case of mathematics. (shrink)