Results for 'cognitive development'

999 found
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  1. Gricean Communication and Cognitive Development.Richard Moore - 2017 - Philosophical Quarterly 67 (267):pqw049.
    On standard readings of Grice, Gricean communication requires (a) possession of a concept of belief, (b) the ability to make complex inferences about others’ goal-directed behaviour, and (c) the ability to entertain fourth order meta-representations. To the extent that these abilities are pre-requisites of Gricean communication they are inconsistent with the view that Gricean communication could play a role in their development. In this paper, I argue that a class of ‘minimally Gricean acts’ satisfy the intentional structure described by (...)
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  2. Three Approaches to Human Cognitive Development: Neo-nativism, Neuroconstructivism, and Dynamic Enskillment.Mirko Farina - 2016 - British Journal for the Philosophy of Science 67 (2):617-641.
    In Section 1, I introduce three views that explain human cognitive development from different standpoints: Marcus’s neo-nativism, standard neuroconstructivism, and neo-neuroconstructivism. In Section 2, I assess Marcus’s attempt to reconcile nativism with developmental flexibility. In Section 3, I argue that in structurally reconfiguring nativism, Marcus ends up transforming it into an unrecognizable form, and I claim that his view could be accommodated within the more general framework provided by standard neuroconstructivism. In Section 4, I focus on recent empirical (...)
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  3. Ideality and Cognitive Development: Further Comments on Azeri’s “The Match of Ideals”.Chris Drain - 2020 - Social Epistemology Review and Reply Collective 9 (11):15-27.
    Siyaves Azeri (2020) quite well shows that arithmetical thinking emerges on the basis of specific social practices and material engagement (clay tokens for economic exchange practices beget number concepts, e.g.). But his discussion here is relegated mostly to Neolithic and Bronze Age practices. While surely such practices produced revolutions in the cognitive abilities of many humans, much of the cognitive architecture that allows normative conceptual thought was already in place long before this time. This response, then, is an (...)
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  4. Time in cognitive development.Christoph Hoerl & Teresa McCormack - 2011 - In Craig Callender (ed.), The Oxford Handbook of Philosophy of Time. Oxford: Oxford University Press. pp. 439-459.
    This is a comprehensive book on the philosophy of time. Leading philosophers discuss the metaphysics of time, our experience and representation of time, the role of time in ethics and action, and philosophical issues in the sciences of time, especially quantum mechanics and relativity theory.
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  5.  50
    Philosophy in Education and Cognitive Development (Filosofia na Educação e o Desenvolvimento Cognitivo).L. Felipe Garcia Lucas - 2020 - Dissertation, Uninter
    First, it’s very important to rule out that the entire text below, especially topic 4, shows an evolutionary process of man, in topic number 1, we present thinkers Jean Piaget and Erik Erikson, both psychoanalysts, and focused on cognitive development, but with works that show a development of different angles, complementing each other, in the first we can see the influence of the external formation of the child according to the internal formation, whereas the second presents us (...)
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  6. 电影感知研究的历史发展及未来(Film Perceptive and Cognitive development: Past, Present, and Future).Lingfei Luan - 2018 - Journal of Beijing Film Academy 3:98-104.
    电影感知研究,是欧美近20年来兴起的跨学科实证研究。电影感知研究主要以心 理学的感知科学为基础,并且结合电影学、传播学、计算机科学、统计学等学科, 以实证的方法探讨电影的构建与观众解读机制之间的联系。文章通过对电影感知研 究历史的梳理和总结,探讨了传统电影研究中忽略的问题,讨论了电影感知研究的 学科性质和应用前景。 .
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  7. Developing Cognitive Abilities in Children.Domenic Marbaniang - 2013 - In J. B. Jeyaraj (ed.), Perspectives of Child Development. ISPCK.
    This article explores the various psychological theories of cognitive development in children.
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  8. Developing Attention and Decreasing Affective Bias: Towards a Cross-Cultural Cognitive Science of Mindfulness.Jake H. Davis & Evan Thompson - 2015 - In John D. Creswell Kirk W. Brown (ed.), Handbook of Mindfulness: Theory and Research,. Guilford Press.
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  9. The Knowledge Level in Cognitive Architectures: Current Limitations and Possible Developments.Antonio Lieto, Christian Lebiere & Alessandro Oltramari - 2018 - Cognitive Systems Research:1-42.
    In this paper we identify and characterize an analysis of two problematic aspects affecting the representational level of cognitive architectures (CAs), namely: the limited size and the homogeneous typology of the encoded and processed knowledge. We argue that such aspects may constitute not only a technological problem that, in our opinion, should be addressed in order to build arti cial agents able to exhibit intelligent behaviours in general scenarios, but also an epistemological one, since they limit the plausibility of (...)
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  10.  77
    The Cognitive Style as a Factor in the Development of Tourism and Hospitality Companies.Oleksandr Krupskyi - 2015 - Problems of Economy 2:140-146.
    The aim of the article is to identify the impact of cognitive style of management on the development of tourism and hospitality companies. The article discusses some approaches to the definition of “cognitive style”, presents the author’s understanding in the organizational context, namely, the cognitive style should be understood as the features of awareness, interpretation and dissemination of external and internal information by the staff in order to improve the efficiency and competitiveness of the products manufactured. (...)
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  11. Interdisciplinary perspectives on the development, integration and application of cognitive ontologies.Janna Hastings, Gwen Alexandra Frishkoff, Barry Smith, Mark Jensen, Russell Poldrack, Jessica Turner, Jane Lomax, Anita Bandrowski, Fahim Imam, Jessica A. Turner & Maryann E. Martone - 2014 - Frontiers in Neuroinformatics 8 (62):1-7.
    We discuss recent progress in the development of cognitive ontologies and summarize three challenges in the coordinated development and application of these resources. Challenge 1 is to adopt a standardized definition for cognitive processes. We describe three possibilities and recommend one that is consistent with the standard view in cognitive and biomedical sciences. Challenge 2 is harmonization. Gaps and conflicts in representation must be resolved so that these resources can be combined for mark-up and interpretation (...)
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  12. Role of Cognitive Style of a Manager in the Development of Tourism Companies’ Dynamic Capabilities.Oleksandr P. Krupskyi & Tatyana Grynko - 2018 - Tourism and Hospitality Management 1 (24):1-21.
    Purpose – The purpose of this paper is to investigate the relationship between cognitive styles of managers working in tourism companies and dynamic capabilities of these companies. Design – The research relies on a quantitative questionnaire. Methodology – To answer the research question, the bivariate (Pearson) correlation was applied. A number of 268 answers from people working in tourism were received. Findings – We found a positive correlation between different dimensions of dynamic capabilities of tourism companies. These capabilities are (...)
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  13. Cultural variation in cognitive flexibility reveals diversity in the development of executive functions.Cristine Legare, Michael Dale, Sarah Kim & Gedeon Deak - 2018 - Nature Scientific Reports 8 (16326):1-14.
    Cognitive flexibility, the adaptation of representations and responses to new task demands, improves dramatically in early childhood. It is unclear, however, whether flexibility is a coherent, unitary cognitive trait, or is an emergent dimension of task-specific performance that varies across populations with divergent experiences. Three-to 5-year-old English-speaking U.S. children and Tswana-speaking South African children completed two distinct language-processing cognitive flexibility tests: the FIM-Animates, a word-learning test, and the 3DCCS, a rule-switching test. U.S. and South African children did (...)
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  14. The Logical Structure of the Cognitive Mechanisms Guiding Psychological Development.George Osborne - 1995 - Dissertation, University of Cambridge
    This Thesis presents a model of cognitive development inspired by Piaget's "Genetic Epistemology". It is observed that the epigenetic process described by Piaget posess mechanisms and behaviour that characterise complex adaptive systems. A model of bipedal motion based around the "Bucket Brigade" algorithm of Holland is presened to explore this relationship.
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  15.  11
    Isbell Conjugacy for Developing Cognitive Science.Venkata Rayudu Posina, Posina Venkata Rayudu & Sisir Roy - manuscript
    What is cognition? Equivalently, what is cognition good for? Or, what is it that would not be but for human cognition? But for human cognition, there would not be science. Based on this kinship between individual cognition and collective science, here we put forward Isbell conjugacy---the adjointness between objective geometry and subjective algebra---as a scientific method for developing cognitive science. We begin with the correspondence between categorical perception and category theory. Next, we show how the Gestalt maxim is subsumed (...)
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  16. Irreducible Cognitive Phenomenology and the AHA! Experience.John Joseph Dorsch - 2016 - Phenomenology and Mind 10:108-121.
    Elijah Chudnoff’s case for irreducible cognitive phenomenology hinges on seeming to see the truth of a mathematical proposition (Chudnoff 2015). In the following, I develop an augmented version of Chudnoff’s case, not based on seeming to see, or intuition, but based on being in a state with presentational phenomenology of high-level content. In contrast to other cases for cognitive phenomenology, those based on Strawson’s case (Strawson 2011), I argue that the case presented here is able to withstand counterarguments, (...)
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  17. Subjective Moral Biases & Fallacies: Developing Scientifically & Practically Adequate Moral Analogues of Cognitive Heuristics & Biases.Mark H. Herman - 2019 - Dissertation, Bowling Green State University
    In this dissertation, I construct scientifically and practically adequate moral analogs of cognitive heuristics and biases. Cognitive heuristics are reasoning “shortcuts” that are efficient but flawed. Such flaws yield systematic judgment errors—i.e., cognitive biases. For example, the availability heuristic infers an event’s probability by seeing how easy it is to recall similar events. Since dramatic events, such as airplane crashes, are disproportionately easy to recall, this heuristic explains systematic overestimations of their probability (availability bias). The research program (...)
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  18. If you’re smart, we’ll make you smarter: Applying the reasoning behind the development of honours programmes to other forms of cognitive enhancement.Bas Olthof, Anco Peeters, Kimberly Schelle & Pim Haselager - 2013 - In Federica Lucivero & Anton Vedder (eds.), Beyond Therapy v. Enhancement? Multidisciplinary analyses of a heated debate. Pisa University Press. pp. 117-142.
    Students using Ritalin in preparation for their exams is a hotly debated issue, while meditating or drinking coffee before those same exams is deemed uncontroversial. However, taking Ritalin, meditating and drinking coffee or even education in general, can all be considered forms of cognitive enhancement. Although social acceptance might change in the future, it is interesting to examine the current reasons that are used to distinguish cases deemed problematic or unproblematic. Why are some forms of cognitive enhancement considered (...)
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  19. Cognitive Ecology as a Framework for Shakespearean Studies.John Sutton & Evelyn Tribble - 2011 - Shakespeare Studies 39:94-103.
    ‘‘COGNITIVE ECOLOGY’’ is a fruitful model for Shakespearian studies, early modern literary and cultural history, and theatrical history more widely. Cognitive ecologies are the multidimensional contexts in which we remember, feel, think, sense, communicate, imagine, and act, often collaboratively, on the fly, and in rich ongoing interaction with our environments. Along with the anthropologist Edwin Hutchins,1 we use the term ‘‘cognitive ecology’’ to integrate a number of recent approaches to cultural cognition: we believe these approaches offer productive (...)
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  20. Dynamic Cognition Applied to Value Learning in Artificial Intelligence.Nythamar De Oliveira & Nicholas Corrêa - 2021 - Aoristo - International Journal of Phenomenology, Hermeneutics and Metaphysics 4 (2):185-199.
    Experts in Artificial Intelligence (AI) development predict that advances in the dvelopment of intelligent systems and agents will reshape vital areas in our society. Nevertheless, if such an advance isn't done with prudence, it can result in negative outcomes for humanity. For this reason, several researchers in the area are trying to develop a robust, beneficial, and safe concept of artificial intelligence. Currently, several of the open problems in the field of AI research arise from the difficulty of avoiding (...)
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  21. Analogical Cognition: Applications in Epistemology and the Philosophy of Mind and Language.Theodore Bach - 2012 - Philosophy Compass 7 (5):348-360.
    Analogical cognition refers to the ability to detect, process, and learn from relational similarities. The study of analogical and similarity cognition is widely considered one of the ‘success stories’ of cognitive science, exhibiting convergence across many disciplines on foundational questions. Given the centrality of analogy to mind and knowledge, it would benefit philosophers investigating topics in epistemology and the philosophies of mind and language to become familiar with empirical models of analogical cognition. The goal of this essay is to (...)
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  22. Distributed Cognition and Memory Research: History and Current Directions.Kourken Michaelian & John Sutton - 2013 - Review of Philosophy and Psychology 4 (1):1-24.
    According to the hypotheses of distributed and extended cognition, remembering does not always occur entirely inside the brain but is often distributed across heterogeneous systems combining neural, bodily, social, and technological resources. These ideas have been intensely debated in philosophy, but the philosophical debate has often remained at some distance from relevant empirical research, while empirical memory research, in particular, has been somewhat slow to incorporate distributed/extended ideas. This situation, however, appears to be changing, as we witness an increasing level (...)
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  23. The Cognitive Perspective - Introduction to Psychology: Theory and Practice (Cognitive Psychology and Cognitive Developmental Notes).Michelle B. Cowley-Cunningham - 2017 - Human Cognition in Evolution and Development eJournal 9 (22).
    This notebook presents an introductory overview to the cognitive perspective on the psychology of human behaviour for social science students. Starting with an introduction to cognitive developmental theories of how babies reason, the overview then moves to discuss how children develop into better thinkers. Adult theories of cognition are subsequently outlined and critically evaluated. -/- A chronology of topics include: the rise of 'this thing we call cognition', Piaget's theory of cognitive development and its evaluation, problem (...)
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  24. The development of territory-based inferences of ownership.Brandon W. Goulding & Ori Friedman - 2018 - Cognition 177 (C):142-149.
    Legal systems often rule that people own objects in their territory. We propose that an early-developing ability to make territory-based inferences of ownership helps children address informational demands presented by ownership. Across 6 experiments (N = 504), we show that these inferences develop between ages 3 and 5 and stem from two aspects of the psychology of ownership. First, we find that a basic ability to infer that people own objects in their territory is already present at age 3 (Experiment (...)
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  25. Book: Cognitive Design for Artificial Minds.Antonio Lieto - 2021 - London, UK: Routledge, Taylor & Francis Ltd.
    Book Description (Blurb): Cognitive Design for Artificial Minds explains the crucial role that human cognition research plays in the design and realization of artificial intelligence systems, illustrating the steps necessary for the design of artificial models of cognition. It bridges the gap between the theoretical, experimental and technological issues addressed in the context of AI of cognitive inspiration and computational cognitive science. -/- Beginning with an overview of the historical, methodological and technical issues in the field of (...)
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  26. When No Laughing Matter Is No Laughing Matter: The Challenges in Developing a Cognitive Theory of Humor.Eric Hochstein - 2021 - The Philosophy of Humor Yearbook 2 (1):87-110.
    This paper explores the current obstacles that a cognitive theory of humor faces. More specifically, I argue that the nebulous and ill-defined nature of humor makes it difficult to tell what counts as clear instances of, and deficits in, the phenomenon.Without getting clear on this, we cannot identify the underlying cognitive mechanisms responsible for humor. Moreover, being too quick to draw generalizations regarding the ubiquity of humor, or its uniqueness to humans, without substantially clarifying the phenomenon and its (...)
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  27. Cognitive extension, enhancement, and the phenomenology of thinking.Philip J. Walsh - 2017 - Phenomenology and the Cognitive Sciences 16 (1):33-51.
    This paper brings together several strands of thought from both the analytic and phenomenological traditions in order to critically examine accounts of cognitive enhancement that rely on the idea of cognitive extension. First, I explain the idea of cognitive extension, the metaphysics of mind on which it depends, and how it has figured in recent discussions of cognitive enhancement. Then, I develop ideas from Husserl that emphasize the agential character of thought and the distinctive way that (...)
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  28. Cognitive Penetration, Imagining, and the Downgrade Thesis.Lu Teng - 2016 - Philosophical Topics 44 (2):405-426.
    We tend to think that perceptual experiences tell us about what the external world is like without being influenced by our own mind. But recent psychological and philosophical research indicates that this might not be true. Our beliefs, expectations, knowledge, and other personal-level mental states might influence what we experience. This kind of psychological phenomena is now called “cognitive penetration.” The research of cognitive penetration not only has important consequences for psychology and the philosophy of mind, but also (...)
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  29. Facilitating pre-service teachers to develop Regulation of Cognition with Learning Management System.Mary Gutman & Maria Gutman - 2017 - Educational Media International 54 (3):199-214.
    The object of the present study is to propose a technologically-based method for developing Regulation of Cognition (RC) among pre-service teachers in a pedagogical problem context. The research intervention was carried out by two groups during a Teaching Training Workshop, based on the IMPROVE instructional method, which was implemented in the Learning Management System (LMS). The first group (N=53) investigated the pedagogical problems with "dual perspectives (teacher and learner), and the other group (N=47) analyzed the same problems from a teacher (...)
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  30. Does Cognition Still Matter in Ethnobiology?David Ludwig - 2018 - Ethnobiology Letters 9 (2):269-275.
    Ethnobiology has become increasingly concerned with applied and normative questions about biocultural diversity and the livelihoods of local communities. While this development has created new opportunities for connecting ethnobiological research with ecological and social sciences, it also raises questions about the role of cognitive perspectives in current ethnobiology. In fact, there are clear signs of institutional separation as research on folkbiological cognition has increasingly found its home in the cognitive science community, weakening its ties to institutionalized ethnobiology. (...)
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  31. Development and validation of a multi-dimensional measure of intellectual humility.Mark Alfano, Kathryn Iurino, Paul Stey, Brian Robinson, Markus Christen, Feng Yu & Daniel Lapsley - 2017 - PLoS ONE 12 (8):e0182950.
    This paper presents five studies on the development and validation of a scale of intellectual humility. This scale captures cognitive, affective, behavioral, and motivational components of the construct that have been identified by various philosophers in their conceptual analyses of intellectual humility. We find that intellectual humility has four core dimensions: Open-mindedness (versus Arrogance), Intellectual Modesty (versus Vanity), Corrigibility (versus Fragility), and Engagement (versus Boredom). These dimensions display adequate self-informant agreement, and adequate convergent, divergent, and discriminant validity. In (...)
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  32. Cognitive Penetration and the Reach of Phenomenal Content.Robert Briscoe - 2015 - In Athanassios Raftopoulos & John Zeimbekis (eds.), Cognitive Penetrability. Oxford University Press.
    This chapter critically assesses recent arguments that acquiring the ability to categorize an object as belonging to a certain high-level kind can cause the relevant kind property to be represented in visual phenomenal content. The first two arguments, developed respectively by Susanna Siegel (2010) and Tim Bayne (2009), employ an essentially phenomenological methodology. The third argument, developed by William Fish (2013), by contrast, is supported by an array of psychophysical and neuroscientific findings. I argue that while none of these arguments (...)
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  33.  11
    Understanding Cognition.Gordon Steenbergen - 2015 - Dissertation, Duke University
    Cognitive neuroscience is an interdisciplinary enterprise aimed at explaining cognition and behavior. It appears to be succeeding. What accounts for this apparent explanatory success? According to one prominent philosophical thesis, cognitive neuroscience explains by discovering and describing mechanisms. This "mechanist thesis" is open to at least two interpretations: a strong metaphysical thesis that Carl Craver and David Kaplan defend, and a weaker methodological thesis that William Bechtel defends. I argue that the metaphysical thesis is false and that the (...)
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  34. A cognitive perspective on scientific realism.Michael Vlerick - 2019 - Philosophical Psychology 32 (8):1157-1178.
    The debate about scientific realism is concerned with the relation between our scientific theories and the world. Scientific realists argue that our best theories or components of those theories correspond to the world. Anti-realists deny such a correspondence. Traditionally, this central issue in the philosophy of science has been approached by focusing on the theories themselves (e.g., by looking at theory change or the underlying experimental context). I propose a relatively unexplored way to approach this old debate. In addition to (...)
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  35. 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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  36. Epistemological and theoretical foundations of constructivist cognitive therapies: Post-rationalist developments.Juan Balbi - 2008 - Dialogues in Philosophy, Mental and Neuro Sciences 1 (1):15-27.
    The constructivist perspective has shed new light on the conception of psychopathology and the practice of psychotherapy, surmounting the shortcomings of behaviorism and rationalist cognitive thought, by abandoning the empiricist principle of associationism. In this field, Vittorio Guidano introduced the Cognitive Post -Rationalist model, influenced by attachment theory, evolutionary epistemology, complex systems theory, and the prevalence of abstract mental processes proposed by Hayeck. Guidano conceives the personal system as a self-organized entity, in constant development. The role of (...)
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  37. On Cognitive and Moral Enhancement: A Reply to Savulescu and Persson.J. Adam Carter & Emma C. Gordon - 2014 - Bioethics 28 (1):153-161.
    In a series of recent works, Julian Savulescu and Ingmar Persson insist that, given the ease by which irreversible destruction is achievable by a morally wicked minority, (i) strictly cognitive bio-enhancement is currently too risky, while (ii) moral bio-enhancement is plausibly morally mandatory (and urgently so). This article aims to show that the proposal Savulescu and Persson advance relies on several problematic assumptions about the separability of cognitive and moral enhancement as distinct aims. Specifically, we propose that the (...)
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  38. The development of categorisation and conceptual thinking in early childhood: methods and limitations.Nicolás Alessandroni & Cintia Rodríguez - 2020 - Psicologia: Reflexão E Crítica 33.
    We present a systematic and qualitative review of academic literature on early conceptual development (0–24 months of age), with an emphasis on methodological aspects. The final sample of our review included 281 studies reported in 115 articles. The main aims of the article were four: first, to organise studies into sets according to methodological similarities and differences; second, to elaborate on the methodological procedures that characterise each set; third, to circumscribe the empirical indicators that different sets of studies consider (...)
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  39. A COGNITIVE SCIENCE PERSPECTIVE OF YOGA SYSTEM OF THOUGHT.Varanasi Ramabrahmam - 2011 - In The proceedings of the national conference on "Opportunities and Challenges of Ayurveda (including Siddha) and Yoga in the Present Milieu" (AYURYOG 2011) between 21-23 January, 2011 at Dept. of Sanskrit Studies, University of Hyderabad, at Hyder.
    A cognitive science perspective of yoga system of thought will be developed in conjugation with the Samkhya Darsana. This development will be further advanced using Advaita Vedanta and will be translated into modern scientific terms to arrive at an idea about cognition process. The stalling of the cognitive process and stilling the mind will be critically discussed in the light of this perspective. This critical analysis and translation into cognitive science and modern scientific terms will be (...)
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  40. A cognitive view of relevant implication.Daniele Porello & Claudio Masolo - 2015 - In Antonio Lieto, Cristina Battaglino, Daniele P. Radicioni & Manuela Sanguinietti (eds.), Proceedings of the 3rd International Workshop on Artificial Intelligence and Cognition, Turin, Italy, September 28-29, 2015. pp. 40--53.
    Relevant logics provide an alternative to classical implication that is capable of accounting for the relationship between the antecedent and the consequence of a valid implication. Relevant implication is usually explained in terms of information required to assess a proposition. By doing so, relevant implication introduces a number of cognitively relevant aspects in the de nition of logical operators. In this paper, we aim to take a closer look at the cognitive feature of relevant implication. For this purpose, we (...)
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  41. Limitless as a neuro-pharmaceutical experiment and as a Daseinsanalyse: on the use of fiction in preparatory debates on cognitive enhancement. [REVIEW]Hub Zwart - 2014 - Medicine, Health Care and Philosophy 17 (1):29-38.
    Limitless is a movie (released in 2011) as well as a novel (published in 2001) about a tormented author who (plagued by a writer’s block) becomes an early user of an experimental designer drug. The wonder drug makes him highly productive overnight and even allows him to make a fortune on the stock market. At the height of his career, however, the detrimental side-effects become increasingly noticeable. In this article, Limitless is analysed from two perspectives. First of all, building on (...)
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  42. Neuromedia, Cognitive Offloading, and Intellectual Perseverance.Cody Turner - 2022 - Synthese 200 (1):1-26.
    This paper engages in what might be called anticipatory virtue epistemology, as it anticipates some virtue epistemological risks related to a near-future version of brain-computer interface technology that Michael Lynch (2014) calls 'neuromedia.' I analyze how neuromedia is poised to negatively affect the intellectual character of agents, focusing specifically on the virtue of intellectual perseverance, which involves a disposition to mentally persist in the face of challenges towards the realization of one’s intellectual goals. First, I present and motivate what I (...)
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  43. Varieties of Cognitive Integration.J. Adam Carter & Jesper Kallestrup - 2019 - Noûs (4):867-890.
    Extended cognition theorists argue that cognitive processes constitutively depend on resources that are neither organically composed, nor located inside the bodily boundaries of the agent, provided certain conditions on the integration of those processes into the agent’s cognitive architecture are met. Epistemologists, however, worry that in so far as such cognitively integrated processes are epistemically relevant, agents could thus come to enjoy an untoward explosion of knowledge. This paper develops and defends an approach to cognitive integration—cluster-model functionalism—which (...)
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  44. Social cognition as causal inference: implications for common knowledge and autism.Jakob Hohwy & Colin Palmer - forthcoming - In John Michael & Mattia Gallotti (eds.), Social Objects and Social Cognition. Springer.
    This chapter explores the idea that the need to establish common knowledge is one feature that makes social cognition stand apart in important ways from cognition in general. We develop this idea on the background of the claim that social cognition is nothing but a type of causal inference. We focus on autism as our test-case, and propose that a specific type of problem with common knowledge processing is implicated in challenges to social cognition in autism spectrum disorder (ASD). This (...)
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  45. Cognitive Bias, the Axiological Question and the Epistemic Probability of Theistic Belief.Dan Linford & Jason Megill - 2018 - In Mirosław Szatkowski (ed.), Ontology of Theistic Beliefs. De Gruyter. pp. 77-92.
    Some recent work in philosophy of religion addresses what can be called the “axiological question,” i.e., regardless of whether God exists, would it be good or bad if God exists? Would the existence of God make the world a better or a worse place? Call the view that the existence of God would make the world a better place “Pro-Theism.” We argue that Pro-Theism is not implausible, and moreover, many Theists, at least, (often implicitly) think that it is true. That (...)
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  46. Cognitive modularity in the light of the language faculty.Johan De Smedt - 2009 - Logique Et Analyse 52 (208):373-387.
    Ever since Chomsky, language has become the paradigmatic example of an innate capacity. Infants of only a few months old are aware of the phonetic structure of their mother tongue, such as stress-patterns and phonemes. They can already discriminate words from non-words and acquire a feel for the grammatical structure months before they voice their first word. Language reliably develops not only in the face of poor linguistic input, but even without it. In recent years, several scholars have extended this (...)
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  47. From Cognition to Consciousness: a discussion about learning, reality representation and decision making.David Guez - 2010 - Biological Theory 5 (2):136-141.
    The scientific understanding of cognition and consciousness is currently hampered by the lack of rigorous and universally accepted definitions that permit comparative studies. This paper proposes new functional and un- ambiguous definitions for cognition and consciousness in order to provide clearly defined boundaries within which general theories of cognition and consciousness may be developed. The proposed definitions are built upon the construction and manipulation of reality representation, decision making and learning and are scoped in terms of an underlying logical structure. (...)
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  48. Cognitive Skills in Philosophy.Steven James Bartlett - 1978-1979 - Aitia 6 (3):12-21.
    Two fundamentally distinct approaches to the teaching of philosophy are contrasted: On the one hand, there is the “information-oriented” approach which has dominated classrooms and which emphasizes the understanding of historically important philosophical works. On the other hand, there is the “cognitive skills” approach. The two approaches may be distinguished under the headings of ‘knowing that’ as opposed to ‘knowing how’. This paper describes and discusses four perspectives relating to the teaching of cognitive skills: (i) the discovery-oriented approach, (...)
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  49. Social Policy and Cognitive Enhancement: Lessons from Chess.Emilian Mihailov & Julian Savulescu - 2018 - Neuroethics 11 (2):115-127.
    Should the development of pharmacological cognitive enhancers raise worries about doping in cognitively demanding activities? In this paper, we argue against using current evidence relating to enhancement to justify a ban on cognitive enhancers using the example of chess. It is a mistake to assume that enhanced cognitive functioning on psychometric testing is transferable to chess performance because cognitive expertise is highly complex and in large part not merely a function of the sum specific sub-processes. (...)
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  50. What Is a Cognitive System? In Defense of the Conditional Probability of Co-contribution Account.Robert D. Rupert - 2019 - Cognitive Semantics 5 (2):175-200.
    A theory of cognitive systems individuation is presented and defended. The approach has some affinity with Leonard Talmy's Overlapping Systems Model of Cognitive Organization, and the paper's first section explores aspects of Talmy's view that are shared by the view developed herein. According to the view on offer -- the conditional probability of co-contribution account (CPC) -- a cognitive system is a collection of mechanisms that contribute, in overlapping subsets, to a wide variety of forms of intelligent (...)
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