The Pirahã language challenges simplistic application of Hockett’s nearly universally accepted design features of human language by showing that some of these features may be culturally constrained. In particular, Pirahã culture constrains communication to nonabstract subjects which fall within the immediate experience of interlocutors. This constraint explains a number of very surprising features of Pirahã grammar and culture: the absence of numbers of any kind or a concept of counting and of any terms for quantification, the absence of color terms, (...) the absence of embedding, the simplest pronoun inventory known, the absence of "relative tenses," the simplest kinship system yet documented, the absence of creation myths and fiction, the absence of any individual or collective memory of more than two generations past, the absence of drawing or other art and one of the simplest material cultures documented, and the fact that the Pirahã are monolingual after more than 200 years of regular contact with Brazilians and the Tupi-Guarani-speaking Kawahiv. (shrink)

This book demonstrates how children's imagination makes a continuing contribution to their cognitive and emotional development.

Mimesis as Make-Believe is important reading for everyone interested in the workings of representational art.

Reviews evidence which suggests that there may be little or no direct introspective access to higher order cognitive processes. Ss are sometimes unaware of the existence of a stimulus that importantly influenced a response, unaware of the existence of the response, and unaware that the stimulus has affected the response. It is proposed that when people attempt to report on their cognitive processes, that is, on the processes mediating the effects of a stimulus on a response, they do not do (...) so on the basis of any true introspection. Instead, their reports are based on a priori, implicit causal theories, or judgments about the extent to which a particular stimulus is a plausible cause of a given response. This suggests that though people may not be able to observe directly their cognitive processes, they will sometimes be able to report accurately about them. Accurate reports will occur when influential stimuli are salient and are plausible causes of the responses they produce, and will not occur when stimuli are not salient or are not plausible causes. (shrink)

Voluntary acts are preceded by electrophysiological (RPs). With spontaneous acts involving no preplanning, the main negative RP shift begins at about200 ms. Control experiments, in which a skin stimulus was timed (S), helped evaluate each subject's error in reporting the clock times for awareness of any perceived event.

In this book, Eric Havelock presents a challenging account of the development of the idea of justice in early Greece, and particularly of the way justice changed as Greek oral tradition gradually gave way to the written word in a literate society. He begins by examining the educational functions of poets in preliterate Greece, showing how they conserved and transmitted the traditions of society, a thesis adumbrated in his earlier book Preface to Plato. Homer, he demonstrates, has much to say (...) about justice, but since that idea is nowhere in the epics directly stated or expressed, it must be deduced from the speech and actions of the characters. Havelock's careful reading of the Iliad and the Odyssey is original and revealing; it sheds light both on Homeric notions of justice and on the Archaic Greek society depicted in the poems. As Havelock continues his inquiry from Hesiod to Aeschylus, his findings become more complex. The oral Greek world shades into a literate one. Words lose some kinds of meanings, gain others, and steadily become more suited to the conceptualization that Plato strove for and achieved. This evolution of language itself, Havelock shows, was one of the principal accomplishments of the Greek world. Lucidly written and forcefully argued, this book is a major contribution to our knowledge of ancient Greece--its politics, philosophy, and literature, from Homer to Plato. (shrink)

Bruner sets forth nothing less than a new agenda for the study of the mind. He examines the irrepressibly human acts of imagination that allow us to make experience meaningful; he calls this side of mental activity the “narrative mode,” and his book makes important advances in the effort to unravel its nature.

Good reasoning can lead to success; bad reasoning can lead to catastrophe. Yet, it's not obvious how we reason, and why we make mistakes. This new book by one of the pioneers of the field, Philip Johnson-Laird, looks at the mental processes that underlie our reasoning. It provides the most accessible account yet of the science of reasoning.

The second part of the book discusses the Platonic Forms as an aspect of an increasingly rational culture.

It is widely believed that what distinguishes the social cognition of humans from that of other animals is the belief–desire psychology of four–year–old children and adults (so–called theory of mind). We argue here that this is actually the second ontogenetic step in uniquely human social cognition. The first step is one year old children's understanding of persons as intentional agents, which enables skills of cultural learning and shared intentionality. This initial step is ‘the real thing’ in the sense that it (...) enables young children to participate in cultural activities using shared, perspectival symbols with a conventional/normative/reflective dimension—for example, linguistic communication and pretend play—thus inaugurating children's understanding of things mental. Understanding beliefs and participating in collective intentionality at four years of age—enabling the comprehension of such things as money and marriage—results from several years of engagement with other persons in perspective–shifting and reflective discourse containing propositional attitude constructions. (shrink)

What is the relation between the material, conventional symbol structures that we encounter in the spoken and written word, and human thought? A common assumption, that structures a wide variety of otherwise competing views, is that the way in which these material, conventional symbol-structures do their work is by being translated into some kind of content-matching inner code. One alternative to this view is the tempting but thoroughly elusive idea that we somehow think in some natural language (such as English). (...) In the present treatment I explore a third option, which I shall call the "complementarity" view of language. According to this third view the actual symbol structures of a given language add cognitive value by complementing (without being replicated by) the more basic modes of operation and representation endemic to the biological brain. The "cognitive bonus" that language brings is, on this model, not to be cashed out either via the ultimately mysterious notion of "thinking in a given natural language" or via some process of exhaustive translation into another inner code. Instead, we should try to think in terms of a kind of coordination dynamics in which the forms and structures of a language qua material symbol system play a key and irreducible role. Understanding language as a complementary cognitive resource is, I argue, an important part of the much larger project (sometimes glossed in terms of the "extended mind") of understanding human cognition as essentially and multiply hybrid: as involving a complex interplay between internal biological resources and external non-biological resources. (shrink)

Pierre Jacob (2008) raises several problems for the alleged link between mirroring and mindreading. This response argues that the best mirroring-mindreading thesis would claim that mirror processes cause, rather than constitute, selected acts of mindreading. Second, the best current evidence for mirror-based mindreading is not found in the motoric domain but in the domains of emotion and sensation, where the evidence (ignored by Jacob) is substantial. Finally, simulation theory should distinguish low-level simulation (mirroring) and high-level simulation (involving pretense or imagination). (...) Jacob implies that bi-level simulationism creates an unbridgeable 'gap' in intention reading, but this is not a compelling challenge. (shrink)

German classicist's monumental study of the origins of European thought in Greek literature and philosophy. Brilliant, widely influential. Includes "Homer's View of Man," "The Olympian Gods," "The Rise of the Individual in the Early Greek Lyric," "Pindar's Hymn to Zeus," "Myth and Reality in Greek Tragedy," and "Aristophanes and Aesthetic Criticism.".