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)

This essay in the "anthropology of science" is about how cognition constrains culture in producing science. The example is folk biology, whose cultural recurrence issues from the very same domain-specific cognitive universals that provide the historical backbone of systematic biology. Humans everywhere think about plants and animals in highly structured ways. People have similar folk-biological taxonomies composed of essence-based species-like groups and the ranking of species into lower- and higher-order groups. Such taxonomies are not as arbitrary in structure and content, (...) nor as variable across cultures, as the assembly of entities into cosmologies, materials or social groups. (shrink)

Linking the process of rational decision making to emotions, an award-winning scientist who has done extensive research with brain-damaged patients notes the dependence of thought processes on feelings and the body's survival-oriented regulators. 50,000 first printing.

This the tenth volume in the Vancouver Studies in Cogntive Science series. It concerns metarepresentation: the construction and use of representations that represent other representations. Metarepresentations are ubiquitous among human beings, whenever we think or talk about mental states or linguistic acts, or theorize about the mind or language. It is crucial to the unconscious process we use to divine the mental states of others, and ultimately to any workable theory of the mind. This volume collects previously unpublished studies on (...) the subject by an interdisciplinary group of contributors, including: Daniel Dennett, Alvin Goldman, Keith Lehrer, Leda Cosmides and John Tooby. (shrink)

In trying to define the difference between conventional and ultimate truth, the Mādhyamika Buddhist author Jñānagarbha ends up in paradoxical formulations. Putnam's discussion of Nietzsche's remark that “as the circle of science grows larger it touches paradox at more places” is presented as an illustration for Jñānagarbha's case. No comparison of Putnam and Jñānagarbha is intended as regards the contents of their presentations, the focus being only on the logical form of their argumentation. The paradoxical nature of Jñānagarbha's doctrinal system (...) is explained to derive from the logical incompleteness of formal systems. The paradox is also explained to work as a direction arrow pointing to what can only be realised in a mystical experience. (shrink)

In treating cognition as problem solving, Andy Clark suggests, we may often abstract too far from the very body and world in which our brains evolved to guide...

Cognitive developmental evidence is sometimes conscripted to support ''naturalized epistemology'' arguments to the effect that a general epistemic stance leads children to build theory-like accounts of underlying properties of kinds. A review of the evidence suggests that what prompts conceptual acquisition is not a general epistemic stance but a series of category-specific intuitive principles that constitute an evolved ''natural metaphysics''. This consists in a system of categories and category-specific inferential processes founded on definite biases in prototype formation. Evidence for this (...) system provides a better understanding of the limited ''plasticity'' of ontological commitments as well as a computationally plausible account of their initial state, avoiding ambiguities about innateness. This may provide a starting point for a ''naturalized epistemology'' that takes into account evolved properties of human conceptual structures. (shrink)