The claim of the multiple realizability of mental states by brain states has been a major feature of the dominant philosophy of mind of the late 20th century. The claim is usually motivated by evidence that mental states are multiply realized, both within humans and between humans and other species. We challenge this contention by focusing on how neuroscientists differentiate brain areas. The fact that they rely centrally on psychological measures in mapping the brain and do so in a comparative (...) fashion undercuts the likelihood that, at least within organic life forms, we are likely to find cases of multiply realized psychological functions. (shrink)

This paper concerns what Jerry Fodor calls a 'metaphysical mystery': How can there by macroregularities that are realized by wildly heterogeneous lower level mechanisms? But the answer to this question is not as mysterious as many, including Jaegwon Kim, Ned Block, and Jerry Fodor might think. The multiple realizability of the properties of the special sciences such as psychology is best understood as a kind of universality, where 'universality' is used in the technical sense one finds in the physics literature. (...) It is argued that the same explanatory strategy used by physicists to provide understanding of universal behavior in physics can be used to explain how special science properties can be heterogeneously multiply realized. (shrink)

A transcript of three lectures, given at Princeton University in 1970, which deals with (inter alia) debates concerning proper names in the philosophy of language.

Hilary Putnam, who may have been the first philosopher to advance the notion that the computer is an apt model for the mind, takes a radically new view of his...

Do children have a theory of mind? If they do, at what age is it acquired? What is the content of the theory, and how does it differ from that of adults? The Child's Theory of Mind integrates the diverse strands of this rapidly expanding field of study. It charts children's knowledge about a fundamental topic - the mind - and characterizes that developing knowledge as a coherent commonsense theory, strongly advancing the understanding of everyday theories as well as the (...) commonsense theory of mind. Wellman presents evidence that children as young as age three do possess a commonsense theory of mind - that they grasp the distinction between mental constructs and physical entities and that they have an understanding of the relationship between individuals' mental states and their overt actions. He delves in detail into questions about the nature of adults' commonsense theories of mind and about the nature of commonsense theories. Wellman then examines the content of the three-year-old's theory of mind, the nature of children's notions of mind before age three, the changes in the theory during subsequent development from ages three to six, and the young child's conception of mind in comparison with those of older children and adults. Henry M. Wellman is a Professor in the Department of Psychology and the Center for Human Growth and Development at the University of Michigan at Ann Arbor. (shrink)

In Natural Minds Thomas Polger advocates, and defends, the philosophical theory that mind equals brain -- that sensations are brain processes -- and in doing so brings the mind-brain identity theory back into the philosophical debate about consciousness. The version of identity theory that Polger advocates holds that conscious processes, events, states, or properties are type- identical to biological processes, events, states, or properties -- a "tough-minded" account that maintains that minds are necessarily indentical to brains, a position held by (...) few current identity theorists. Polger's approach to what William James called the "great blooming buzzing confusion" of consciousness begins with the idea that we need to know more about brains in order to understand consciousness fully, but recognizes that biology alone cannot provide the entire explanation. Natural Minds takes on issues from philosophy of mind, philosophy of science, and metaphysics, moving freely among them in its discussion.Polger begins by answering two major objections to identity theory -- Hilary Putnam's argument from multiple realizability and Saul Kripke's modal argument against mind-brain identity. He then offers a detailed account of functionalism and functional realization, which offer the most serious obstacle to consideration of identity theory. Polger argues that identity theory can itself satisfy the kind of explanatory demands that are often believed to favor functionalism. (shrink)

The book is an extended study of the problem of consciousness. After setting up the problem, I argue that reductive explanation of consciousness is impossible , and that if one takes consciousness seriously, one has to go beyond a strict materialist framework. In the second half of the book, I move toward a positive theory of consciousness with fundamental laws linking the physical and the experiential in a systematic way. Finally, I use the ideas and arguments developed earlier to defend (...) a form of strong artificial intelligence and to analyze some problems in the foundations of quantum mechanics. (shrink)

Ancients and moderns alike have constructed arguments and assessed theories on the basis of common sense and intuitive judgments. Yet, despite the important role intuitions play in philosophy, there has been little reflection on fundamental questions concerning the sort of data intuitions provide, how they are supposed to lead us to the truth, and why we should treat them as important. In addition, recent psychological research seems to pose serious challenges to traditional intuition-driven philosophical inquiry. Rethinking Intuition brings together a (...) distinguished group of philosophers and psychologists to discuss these important issues. Students and scholars in both fields will find this book to be of great value. (shrink)

Shapiro tests these hypotheses against two rivals, the mental constraint thesis and the embodied mind thesis. Collecting evidence from a variety of sources (e.g., neuroscience, evolutionary theory, and embodied cognition) he concludes that the multiple realizability thesis, accepted by most philosophers as a virtual truism, is much less obvious than commonly assumed, and that there is even stronger reason to give up the separability thesis. In contrast to views of mind that tempt us to see the mind as simply being (...) resident in a brain or body, Shapiro argues for a far more encompassing integration of mind, brain, and body than philosophers have supposed. (publisher, edited). (shrink)

... PHILOSOPHY OF PSYCHOLOGY is the study of conceptual issues in psychology. For the most part, these issues fall equally well in psychology as in..

What is Functionalism? Functionalism is one of the major proposals that have been offered as solutions to the mind/body problem. Solutions to the mind/body problem usually try to answer questions such as: What is the ultimate nature of the mental? At the most general level, what makes a mental state mental? Or more specifically, What do thoughts have in common in virtue of which they are thoughts? That is, what makes a thought a thought? What makes a pain a pain? (...) Cartesian Dualism said the ultimate nature of the mental was to be found in a special mental substance. Behaviorism identified mental states with behavioral dispositions; physicalism in its most influential version identifies mental states with brain states. Functionalism says that mental states are constituted by their causal relations to one another and to sensory inputs and behavioral outputs. Functionalism is one of the major theoretical developments of Twentieth Century analytic philosophy, and provides the conceptual underpinnings of much work in cognitive science. (shrink)

The hypothesis of the study was that the domains of color and form are structured into nonarbitrary, semantic categories which develop around perceptually salient “natural prototypes.” Categories which reflected such an organization (where the presumed natural prototypes were central tendencies of the categories) and categories which violated the organization (natural prototypes peripheral) were taught to a total of 162 members of a Stone Age culture which did not initially have hue or geometric-form concepts. In both domains, the presumed “natural” categories (...) were consistently easier to learn than the “distorted” categories. Even when not central, natural prototype stimuli tended to be more rapidly learned and more often chosen as the most typical example of the category than were other stimuli. Implications for general differences between natural categories and the artificial categories of concept formation research were discussed. (shrink)