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Nicholas Shea
School of Advanced Study, University of London
  1. Representation in Cognitive Science.Nicholas Shea - 2018 - Oxford University Press.
    How can we think about things in the outside world? There is still no widely accepted theory of how mental representations get their meaning. In light of pioneering research, Nicholas Shea develops a naturalistic account of the nature of mental representation with a firm focus on the subpersonal representations that pervade the cognitive sciences.
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  2. The Vegetative State and the Science of Consciousness.Nicholas Shea & Tim Bayne - 2010 - British Journal for the Philosophy of Science 61 (3):459.
    Consciousness in experimental subjects is typically inferred from reports and other forms of voluntary behaviour. A wealth of everyday experience confirms that healthy subjects do not ordinarily behave in these ways unless they are conscious. Investigation of consciousness in vegetative state patients has been based on the search for neural evidence that such broad functional capacities are preserved in some vegetative state patients. We call this the standard approach. To date, the results of the standard approach have suggested that some (...)
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  3. Methodological Encounters with the Phenomenal Kind.Nicholas Shea - 2012 - Philosophy and Phenomenological Research 84 (2):307-344.
    Block’s well-known distinction between phenomenal consciousness and access consciousness has generated a large philosophical literature about putative conceptual connections between the two. The scientific literature about whether they come apart in any actual cases is rather smaller. Empirical evidence gathered to date has not settled the issue. Some put this down to a fundamental methodological obstacle to the empirical study of the relation between phenomenal consciousness and access consciousness. Block (2007) has drawn attention to the methodological puzzle and attempted to (...)
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  4. Metacognitive Development and Conceptual Change in Children.Joulia Smortchkova & Nicholas Shea - 2020 - Review of Philosophy and Psychology 11 (4):745-763.
    There has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a (...)
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