13 found
Order:
See also
Ingar Brinck
Lund University
  1. Understanding Social Norms and Constitutive Rules: Perspectives From Developmental Psychology and Philosophy.Ingar Brinck - 2015 - Phenomenology and the Cognitive Sciences 14 (4):699-718.
    An experimental paradigm that purports to test young children’s understanding of social norms is examined. The paradigm models norms on Searle’s notion of a constitutive rule. The experiments and the reasons provided for their design are discussed. It is argued that the experiments do not provide direct evidence about the development of social norms and that the concepts of a social norm and constitutive rule are distinct. The experimental data are re-interpreted, and suggestions for how to deal with the present (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  2. Developing an Understanding of Social Norms and Games : Emotional Engagement, Nonverbal Agreement, and Conversation.Ingar Brinck - 2014 - Theory and Psychology 24 (6):737–754.
    The first part of the article examines some recent studies on the early development of social norms that examine young children’s understanding of codified rule games. It is argued that the constitutive rules than define the games cannot be identified with social norms and therefore the studies provide limited evidence about socio-normative development. The second part reviews data on children’s play in natural settings that show that children do not understand norms as codified or rules of obligation, and that the (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  3. Empathy, Engagement, Entrainment: The Interaction Dynamics of Aesthetic Experience.Ingar Brinck - 2018 - Cognitive Processing 2 (19):201-213.
    A recent version of the view that aesthetic experience is based in empathy as inner imitation explains aesthetic experience as the automatic simulation of actions, emotions, and bodily sensations depicted in an artwork by motor neurons in the brain. Criticizing the simulation theory for committing to an erroneous concept of empathy and failing to distinguish regular from aesthetic experiences of art, I advance an alternative, dynamic approach and claim that aesthetic experience is enacted and skillful, based in the recognition of (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  4.  11
    Mutual Recognition in Human-Robot Interaction: A Deflationary Account.Ingar Brinck & Christian Balkenius - 2018 - Philosophy and Technology 1:1-18.
    Mutually adaptive interaction involves the robot as a partner as opposed to a tool, and requires that the robot is susceptible to similar environmental cues and behavior patterns as humans are. Recognition, or the acknowledgement of the other as individual, is fundamental to mutually adaptive interaction between humans. We discuss what recognition involves and its behavioral manifestations, and describe the benefits of implementing it in HRI.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  5. Attention and the Evolution of Intentional Communication.Ingar Brinck - 2001 - Pragmatics and Cognition 9 (2):259-277.
    Intentional communication is perceptually based and about attentional objects. Three attention mechanisms are distinguished: scanning, attention attraction, and attention-focusing. Attention-focusing directs the subject towards attentional objects. Attention-focusing is goal-governed (controlled by stimulus) or goal-intended (under the control of the subject). Attentional objects are perceptually categorised functional entities that emerge in the interaction between subjects and environment. Joint attention allows for focusing on the same attentional object simultaneously (mutual object-focused attention), provided that the subjects have focused on each other beforehand (subject-subject (...)
    Download  
     
    Export citation  
     
    Bookmark   13 citations  
  6. Co–Operation and Communication in Apes and Humans.Ingar Brinck & Peter Gärdenfors - 2003 - Mind and Language 18 (5):484–501.
    We trace the difference between the ways in which apes and humans co–operate to differences in communicative abilities, claiming that the pressure for future–directed co–operation was a major force behind the evolution of language. Competitive co–operation concerns goals that are present in the environment and have stable values. It relies on either signalling or joint attention. Future–directed co–operation concerns new goals that lack fixed values. It requires symbolic communication and context–independent representations of means and goals. We analyse these ways of (...)
    Download  
     
    Export citation  
     
    Bookmark   14 citations  
  7. Situated Cognition, Dynamic Systems, and Art: On Artistic Creativity and Aesthetic Experience.Ingar Brinck - 2007 - Janus Head 9 (2):407-431.
    It is argued that the theory of situated cognition together with dynamic systems theory can explain the core of artistic practice and aesthetic experience, and furthermore paves the way for an account of how artist and audience can meet via the artist’s work. The production and consumption of art is an embodied practice, firmly based in perception and action, and supported by features of the local, agent-centered and global, socio-cultural contexts. Artistic creativity and aesthetic experience equally result from the dynamic (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  8. The Developmental Origin of Metacognition.Ingar Brinck & Rikard Liljenfors - 2013 - Infant and Child Development 22:85-101.
    We explain metacognition as a management of cognitive resources that does not necessitate algorithmic strategies or metarepresentation. When pragmatic, world-directed actions cannot reduce the distance to the goal, agents engage in epistemic action directed at cognition. Such actions often are physical and involve other people, and so are open to observation. Taking a dynamic systems approach to development, we suggest that implicit and perceptual metacognition emerges from dyadic reciprocal interaction. Early intersubjectivity allows infants to internalize and construct rudimentary strategies for (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  9. Representation and Self-Awareness in Intentional Agents.Ingar Brinck & Peter Gärdenfors - 1999 - Synthese 118 (1):89 - 104.
    Several conditions for being an intrinsically intentional agent are put forward. On a first level of intentionality the agent has representations. Two kinds are described: cued and detached. An agent with both kinds is able to represent both what is prompted by the context and what is absent from it. An intermediate level of intentionality is achieved by having an inner world, that is, a coherent system of detached representations that model the world. The inner world is used, e.g., for (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  10. Investigating the Development of Creativity : The Sahlin Hypothesis.Ingar Brinck - 2015 - Against Boredom : 17 Essays.
    How should the development of creativity be approached? Many accounts of children’s creativity focus on the relation between creativity and pretend play, placing make-believe and the mental exploration of possible scenarios about the world at the fore. Often divergent thinking and story-telling are used to measure creativity with fluency, originality, and flexibility as indicators. I will argue that the strong focus on conceptual processes and higher-order thought leaves procedural forms of creativity in the dark and hinders a proper investigation of (...)
    Download  
     
    Export citation  
     
    Bookmark  
  11.  35
    Replies to Commentaries.Ingar Brinck - 2013 - Infant and Child Development 22:111-117.
    In our response, we address four themes arising from the commentaries. First, we discuss the distinction between cognition and metacognition and show how to draw it within our framework. Next, we explain how metacognition differs from social cognition. The underlying mechanisms of metacognitive development are then elucidated in terms of interaction patterns. Finally, we consider measures of metacognition and suitable methods for investigating it.
    Download  
     
    Export citation  
     
    Bookmark  
  12.  50
    Critical Review of John Campbell: Reference and Consciousness. [REVIEW]Ingar Brinck - 2005 - Theoria 3:266-276.
    Download  
     
    Export citation  
     
    Bookmark  
  13.  72
    The Indexical 'I' the First Person in Thought and Language.Ingar Brinck - 1997 - Kluwer Academic Publishers.
    The subjct of this book is the first person in thought and language. The main question is what we mean when we say 'I'. Related to it are questions about what kinds of self-consciousness and self-knowledge are needed in order for us to have the capacity to talk about ourselves. The emphasis is on theories of meaning and reference for 'I', but a fair amount of space is devoted to 'I'-thoughts and the role of the concept of the self in (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations