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  1. Minds: extended or scaffolded?Kim Sterelny - 2010 - Phenomenology and the Cognitive Sciences 9 (4):465-481.
    This paper discusses two perspectives, each of which recognises the importance of environmental resources in enhancing and amplifying our cognitive capacity. One is the Clark–Chalmers model, extended further by Clark and others. The other derives from niche construction models of evolution, models which emphasise the role of active agency in enhancing the adaptive fit between agent and world. In the human case, much niche construction is epistemic: making cognitive tools and assembling other informational resources that support and scaffold intelligent action. (...)
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  • An extended mind perspective on natural number representation.Helen De Cruz - 2008 - Philosophical Psychology 21 (4):475 – 490.
    Experimental studies indicate that nonhuman animals and infants represent numerosities above three or four approximately and that their mental number line is logarithmic rather than linear. In contrast, human children from most cultures gradually acquire the capacity to denote exact cardinal values. To explain this difference, I take an extended mind perspective, arguing that the distinctly human ability to use external representations as a complement for internal cognitive operations enables us to represent natural numbers. Reviewing neuroscientific, developmental, and anthropological evidence, (...)
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  • The extended mind.Andy Clark & David J. Chalmers - 1998 - Analysis 58 (1):7-19.
    Where does the mind stop and the rest of the world begin? The question invites two standard replies. Some accept the demarcations of skin and skull, and say that what is outside the body is outside the mind. Others are impressed by arguments suggesting that the meaning of our words "just ain't in the head", and hold that this externalism about meaning carries over into an externalism about mind. We propose to pursue a third position. We advocate a very different (...)
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  • Cognition in the Wild.Edwin Hutchins - 1995 - MIT Press.
    Hutchins examines a set of phenomena that have fallen between the established disciplines of psychology and anthropology, bringing to light a new set of relationships between culture and cognition.
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  • What? Now. Predictive Coding and Enculturation.Richard Menary - 2015 - In Thomas Metzinger & Jennifer Windt (eds.), Open MIND. MIND group.
    Regina Fabry has proposed an intriguing marriage of enculturated cognition and predictive processing. I raise some questions for whether this marriage will work and warn against expecting too much from the predictive processing framework. Furthermore I argue that the predictive processes at a sub-personal level cannot be driving the innovations at a social level that lead to enculturated cognitive systems, like those explored in my target paper.
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  • Cognition in the Wild.Edwin Hutchins - 1998 - Mind 107 (426):486-492.
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  • Mathematical Cognition: A Case of Enculturation.Richard Menary - 2015 - Open Mind.
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  • Number as a cognitive technology: Evidence from Pirahã language and cognition.Michael C. Frank, Daniel L. Everett, Evelina Fedorenko & Edward Gibson - 2008 - Cognition 108 (3):819-824.
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  • Exact and Approximate Arithmetic in an Amazonian Indigene Group.Pierre Pica, Cathy Lemer, Véronique Izard & Stanislas Dehaene - 2004 - Science 306 (5695):499-503.
    Is calculation possible without language? Or is the human ability for arithmetic dependent on the language faculty? To clarify the relation between language and arithmetic, we studied numerical cognition in speakers of Mundurukú, an Amazonian language with a very small lexicon of number words. Although the Mundurukú lack words for numbers beyond 5, they are able to compare and add large approximate numbers that are far beyond their naming range. However, they fail in exact arithmetic with numbers larger than 4 (...)
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  • The construction of large number representations in adults.Elizabeth Spelke & Hilary Barth - 2003 - Cognition 86 (3):201-221.
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  • Where our number concepts come from.Susan Carey - 2009 - Journal of Philosophy 106 (4):220-254.
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  • Modeling ancient and modern arithmetic practices: Addition and multiplication with Arabic and Roman numerals.Dirk Schlimm & Hansjörg Neth - 2008 - In B. C. Love, K. McRae & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 2097--2102.
    To analyze the task of mental arithmetic with external representations in different number systems we model algorithms for addition and multiplication with Arabic and Roman numerals. This demonstrates that Roman numerals are not only informationally equivalent to Arabic ones but also computationally similar—a claim that is widely disputed. An analysis of our models' elementary processing steps reveals intricate tradeoffs between problem representation, algorithm, and interactive resources. Our simulations allow for a more nuanced view of the received wisdom on Roman numerals. (...)
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  • Decade breaks in the mental number line? Putting the tens and units back in different bins.Hans-Christoph Nuerk, Ulrich Weger & Klaus Willmes - 2001 - Cognition 82 (1):B25-B33.
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  • Explanatory power of extended cognition.Samuli Pöyhönen - 2014 - Philosophical Psychology 27 (5):735-759.
    I argue that examining the explanatory power of the hypothesis of extended cognition (HEC) offers a fruitful approach to the problem of cognitive system demarcation. Although in the discussions on HEC it has become common to refer to considerations of explanatory power as a means for assessing the plausibility of the extended cognition approach, to date no satisfying account of explanatory power has been presented in the literature. I suggest that the currently most prominent theory of explanation in the special (...)
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  • Is it possible to experimentally determine the extension of cognition?Michael Baumgartner & Wendy Wilutzky - 2017 - Philosophical Psychology 30 (8):1104-1125.
    Various analytical tools originally developed for theories of mechanistic explanation have recently been imported into the ongoing debate on the hypothesis of extended cognition. One such tool that appears particularly relevant to that debate is Craver’s mutual manipulability account of constitution, most of all because it promises to settle the debate on experimental grounds. This paper investigates whether it is possible to deliver on that promise. We first find that, far from grounding an experimental evaluation of HEC, MM is conceptually (...)
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  • The Cognitive Advantages of Counting Specifically: A Representational Analysis of Verbal Numeration Systems in Oceanic Languages.Andrea Bender, Dirk Schlimm & Sieghard Beller - 2015 - Topics in Cognitive Science 7 (4):552-569.
    The domain of numbers provides a paradigmatic case for investigating interactions of culture, language, and cognition: Numerical competencies are considered a core domain of knowledge, and yet the development of specifically human abilities presupposes cultural and linguistic input by way of counting sequences. These sequences constitute systems with distinct structural properties, the cross-linguistic variability of which has implications for number representation and processing. Such representational effects are scrutinized for two types of verbal numeration systems—general and object-specific ones—that were in parallel (...)
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  • Core systems of number.Stanislas Dehaene, Elizabeth Spelke & Lisa Feigenson - 2004 - Trends in Cognitive Sciences 8 (7):307-314.
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  • Inference to the hypothesis of extended cognition.Mark Sprevak - 2010 - Studies in History and Philosophy of Science Part A 41 (4):353-362.
    This paper examines the justification for the hypothesis of extended cognition. HEC claims that human cognitive processes can, and often do, extend outside our head to include objects in the environment. HEC has been justified by inference to the best explanation. Both advocates and critics of HEC claim that we can infer the truth value of HEC based on whether HEC makes a positive or negative explanatory contribution to cognitive science. I argue that IBE cannot play this epistemic role. A (...)
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  • Numerosity discrimination in infants: Evidence for two systems of representations.Fei Xu - 2003 - Cognition 89 (1):B15-B25.
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  • A representational analysis of numeration systems.Jiajie Zhang & Donald A. Norman - 1995 - Cognition 57 (3):271-295.
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  • Learning the Natural Numbers as a Child.Stefan Buijsman - 2017 - Noûs 53 (1):3-22.
    How do we get out knowledge of the natural numbers? Various philosophical accounts exist, but there has been comparatively little attention to psychological data on how the learning process actually takes place. I work through the psychological literature on number acquisition with the aim of characterising the acquisition stages in formal terms. In doing so, I argue that we need a combination of current neologicist accounts and accounts such as that of Parsons. In particular, I argue that we learn the (...)
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  • Do analog number representations underlie the meanings of young children’s verbal numerals?Susan Carey, Anna Shusterman, Paul Haward & Rebecca Distefano - 2017 - Cognition 168 (C):243-255.
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  • (1 other version)The Power of 2: How an Apparently Irregular Numeration System Facilitates Mental Arithmetic.Andrea Bender & Sieghard Beller - 2016 - Cognitive Science 40 (6):n/a-n/a.
    Mangarevan traditionally contained two numeration systems: a general one, which was highly regular, decimal, and extraordinarily extensive; and a specific one, which was restricted to specific objects, based on diverging counting units, and interspersed with binary steps. While most of these characteristics are shared by numeration systems in related languages in Oceania, the binary steps are unique. To account for these characteristics, this article draws on—and tries to integrate—insights from anthropology, archeology, linguistics, psychology, and cognitive science more generally. The analysis (...)
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  • Addition and subtraction by human infants. 358 (6389), 749-750. Xu, F., & Spelke, ES (2000). Large number discrimination in 6-month-old infants. [REVIEW]Karen Wynn - 1992 - Cognition 74 (1).
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  • What makes us Smart? Core knowledge and natural language.Elizabeth S. Spelke - 2003 - In Dedre Gentner & Susan Goldin-Meadow (eds.), Language in Mind: Advances in the Study of Language and Thought. MIT Press. pp. 277--311.
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  • Numbers through numerals. The constitutive role of external representations.Dirk Schlimm - 2018 - In Sorin Bangu (ed.), Naturalizing Logico-Mathematical Knowledge: Approaches From Psychology and Cognitive Science. New York: Routledge. pp. 195–217.
    Our epistemic access to mathematical objects, like numbers, is mediated through our external representations of them, like numerals. Nevertheless, the role of formal notations and, in particular, of the internal structure of these notations has not received much attention in philosophy of mathematics and cognitive science. While systems of number words and of numerals are often treated alike, I argue that they have crucial structural differences, and that one has to understand how the external representation works in order to form (...)
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  • Objects, sets, and ensembles.Lisa Feigenson - 2011 - In Stanislas Dehaene & Elizabeth Brannon (eds.), Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought. Oxford University Press. pp. 13--22.
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  • (1 other version)The Power of 2: How an Apparently Irregular Numeration System Facilitates Mental Arithmetic.Andrea Bender & Sieghard Beller - 2017 - Cognitive Science 41 (1):158-187.
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  • Dimensions of mind.Richard Menary - 2010 - Phenomenology and the Cognitive Sciences 9 (4):561-578.
    In their papers for this issue, Sterelny and Sutton provide a dimensional analysis of some of the ways in which mental and cognitive activities take place in the world. I add two further dimensions, a dimension of manipulation and of transformation. I also discuss the explanatory dimensions that we might use to explain these cases.
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  • Cognitive Transformations and Extended Expertise.Richard Menary & Michael Kirchhoff - 2014 - Educational Philosophy and Theory 46 (6):610-623.
    Expertise is usually thought of as an individual achievement. The expert is a receptacle for knowledge and skills. The knowledge and skills required for expertise are usually thought of as residing...
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  • (1 other version)Preschool Children's Mapping of Number Words to Nonsymbolic Numerosities.Jennifer S. Lipton & Elizabeth S. Spelke - unknown
    Five-year-old children categorized as skilled versus unskilled counters were given verbal estimation and number word comprehension tasks with numerosities 20 – 120. Skilled counters showed a linear relation between number words and nonsymbolic numerosities. Unskilled counters showed the same linear relation for smaller numbers to which they could count, but not for larger number words. Further tasks indicated that unskilled counters failed even to correctly order large number words differing by a 2 : 1 ratio, whereas they performed well on (...)
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  • Multi-digit Number Processing.Klaus Willmes, Hans-Christoph Nuerk & Korbinian Moeller - 2015 - In Roi Cohen Kadosh & Ann Dowker (eds.), The Oxford Handbook of Numerical Cognition. Oxford University Press UK.
    Only recently the focus in numerical cognition research has considered multi-digit number processing as a relatively new and yet understudied domain in mathematical cognition. In this chapter: we argue that single-digit number processing is not sufficient to understand multi-digit number processing; provide an overview on which representations and effects have been investigated for multi-digit numbers; suggest a conceptual distinction between place-identification, place-value activation, and place-value computation; identify language influences on multi-digit number processing along that conceptual distinction; and argue that for (...)
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