Immensely intelligible, thought-provoking guide by Nobel prize-winner considers such topics as the distinction between appearance and reality, the existence and nature of matter, idealism, inductive logic, intuitive knowledge, many other subjects. For students and general readers, there is no finer introduction to philosophy than this informative, affordable and highly readable edition that is "concise, free from technical terms, and perfectly clear to the general reader with no prior knowledge of the subject."—The Booklist of the American Library Association.

Claparède′s report of a case of amnesic syndrome is an early example of the cognitive neuropsychology paradigm, by which studies of brain-damaged patients are used to shed light on the nature of normal mental processes. The case illustrates the selective impairment of episodic memory, with procedural and semantic memory remaining intact. Moreover, the several demonstrations of preserved learning during amnesia comprise an early illustration of the dissociation between explicit and implict memory. However, its greatest contemporary relevance is for theories of (...) conscious recollection. Claparède underscored the role of the self, viewed as a knowledge structure, in conscious mental life, and he drew attention to three different modes of recognition: remembering, inferring, and knowing. (shrink)

John Campbell; IX*—Possession of Concepts, Proceedings of the Aristotelian Society, Volume 85, Issue 1, 1 June 1985, Pages 149–170, https://doi.org/10.1093/aris.

A model of writing in cognitive development, Understanding the Representational Mind synthesizes the burgeoning literature on the child’s theory of mind to provide an integrated account of children’s understanding of representational and mental processes, which is crucial in their acquisition of our commonsense psychology. Perner describes experimental work on children’s acquisition of a theory of mind and representation, offers a theoretical account of this acquisition, and gives examples of how the increased sophistication in children’s theory of mind improves their understanding (...) of social interaction and how, in the case of autistic children, an impairment results in social ineptitude. He analyzes the concepts of representation and metarepresentation as they appear in current discussion in the philosophy of cognitive science and explains how the unfolding of mental representation enables infants to comprehend change over time, engage in pretence, and use representational systems like pictures and language. Perner goes on to show that around age four children become able to understand the representational nature of pictures and language and to distinguish appearance from reality. Introducing basic distinctions in philosophy of mind for characterizing the mental, Perner discusses differences in how commonsense and cognitive psychology view the mind. Tracing the onset of a commonsense psychology in the social and emotional awareness of early infancy, he reveals how the child begins to take a cognitive, representational view of the mind with repercussions for children’s episodic memory, self control, and their ability to engage in deception. Perner concludes by describing the observed developmental changes as a case of theory change And contrasts his thesis with competing proposals. Josef Perner is Lecturer in Experimental Psychology at Sussex University, Brighton, England. (shrink)

In About Time, William Friedman provides a new integrated look at research on the psychological processes that underlie the human experience of time.

We view things from a certain position in time: in our language, thought, feelings and actions, we draw distinctions between what has happened, is happening, and will happen. Frequently, approaches to this feature of our lives - those seen in disputes between tensed and tenseless theories, between realist and anti-realist treatments of past and future, and in accounts of historical knowledge - embody serious misunderstandings of the character of the issues; they misconstrue the relation between metaphysics and ethics, and the (...) way to characterize the kind of sense which tensed language has. David Cockburn argues that the notion of 'reasons for emotion' must have a central place in any account of meaning, and that the present should have no priority in our understanding of tense. This allows for a more satisfactory articulation of the place of past, present and future in our thought, and of the form which criticism of our thought might take. (shrink)