Many think that the perceptual theory known as “conceptualism” cannot honor a common and intuitive constraint on concept acquisition—that we gain the initial power to deploy primitive concepts through experience. Their argument is: if experience involves the deployment of concepts, then one must possess the power to deploy those concepts prior to experience. I argue that the plausibility of this argument rests on a subtle equivocation. It’s true that conceptualism requires a particular kind of power to deploy concepts (...) prior to experience, but not the sort referenced in the intuitive constraint mentioned above. I end by proposing how the conceptualist might satisfy this constraint. I conclude that conceptualism is better situated to account for primitive concept acquisition than typically thought. (shrink)

Jerry Fodor has argued that concept acquisition cannot be a psychological or “rational-causal” process, but can only be a “brute-causal” process of acquisition. This position generates the “doorknob  DOORKNOB” problem: why are concepts typically acquired on the basis of experience with items in their extensions? I argue that Fodor’s taxonomy of causal processes needs supplementation, and characterize a third type: what I call “intelligible-causal processes.” Armed with this new category I present what I regard as a (...) better response than Fodor’s to the doorknob  DOORKNOB problem. (shrink)

In this paper, I develop a novel account of concept acquisition for an atomistic theory of concepts. Conceptual atomism is rarely explored in cognitive science because of the feeling that atomistic treatments of concepts are inherently nativistic. My model illustrates, on the contrary, that atomism does not preclude the learning of a concept.

An enduring puzzle in philosophy and developmental psychology is how young children acquire number concepts, in particular the concept of natural number. Most solutions to this problem conceptualize young learners as lone mathematicians who individually reconstruct the successor function and other sophisticated mathematical ideas. In this chapter, I argue for a crucial role of testimony in children’s acquisition of number concepts, both in the transfer of propositional knowledge (e.g., the cardinality concept), and in knowledge-how (e.g., the counting (...) routine). (shrink)

Radical concept nativism is the thesis that virtually all lexical concepts are innate. Notoriously endorsed by Jerry Fodor (1975, 1981), radical concept nativism has had few supporters. However, it has proven difficult to say exactly what’s wrong with Fodor’s argument. We show that previous responses are inadequate on a number of grounds. Chief among these is that they typically do not achieve sufficient distance from Fodor’s dialectic, and, as a result, they do not illuminate the central question of (...) how new primitive concepts are acquired. To achieve a fully satisfactory response to Fodor’s argument, one has to juxtapose questions about conceptual content with questions about cognitive development. To this end, we formulate a general schema for thinking about how concepts are acquired and then present a detailed illustration. (shrink)

Theories of number concepts often suppose that the natural numbers are acquired as children learn to count and as they draw an induction based on their interpretation of the first few count words. In a bold critique of this general approach, Rips, Asmuth, Bloomfield [Rips, L., Asmuth, J. & Bloomfield, A.. Giving the boot to the bootstrap: How not to learn the natural numbers. Cognition, 101, B51–B60.] argue that such an inductive inference is consistent with a representational system that clearly (...) does not express the natural numbers and that possession of the natural numbers requires further principles that make the inductive inference superfluous. We argue that their critique is unsuccessful. Provided that children have access to a suitable initial system of representation, the sort of inductive inference that Rips et al. call into question can in fact facilitate the acquisition of larger integer concepts without the addition of any further principles. (shrink)

Emotion development research centrally concerns capacities to produce emotions and to think about them. We distinguish these enterprises and consider a novel account of how they might be related. On one recent account, the capacity to have emotions of various kinds comes by way of the acquisition of emotion concepts. This account relies on a constructionist theory of emotions and an embodied theory of emotion concepts. We explicate these elements, then raise a challenge for the approach. It appears to (...) be incompatible with various familiar ways in which cognitions about one’s own emotions can come apart from episodes of emotion. (shrink)

In this paper, I present the case of the discovery of complex numbers by Girolamo Cardano. Cardano acquires the concepts of (specific) complex numbers, complex addition, and complex multiplication. His understanding of these concepts is incomplete. I show that his acquisition of these concepts cannot be explained on the basis of Christopher Peacocke’s Conceptual Role Theory of concept possession. I argue that Strong Conceptual Role Theories that are committed to specifying a set of transitions that is both necessary (...) and sufficient for possession of mathematical concepts will always face counterexamples of the kind illustrated by Cardano. I close by suggesting that we should rely more heavily on resources of Anti-Individualism as a framework for understanding the acquisition and possession of concepts of abstract subject matters. (shrink)

One of the most important recent developments in the study of concepts has been the resurgence of interest in nativist accounts of the human conceptual system. However, many theorists suppose that a key feature of neural organization—the brain’s plasticity—undermines the nativist approach to concept acquisition. We argue that, on the contrary, not only does the brain’s plasticity fail to undermine concept nativism, but a detailed examination of the neurological evidence actually provides powerful support for concept nativism.

Aesthetic non-cognitivists deny that aesthetic statements express genuinely aesthetic beliefs and instead hold that they work primarily to express something non-cognitive, such as attitudes of approval or disapproval, or desire. Non-cognitivists deny that aesthetic statements express aesthetic beliefs because they deny that there are aesthetic features in the world for aesthetic beliefs to represent. Their assumption, shared by scientists and theorists of mind alike, was that language-users possess cognitive mechanisms with which to objectively grasp abstract rules fixed independently of human (...) responses, and that cognizers are thereby capable of grasping rules for the correct application of aesthetic concepts without relying on evaluation or enculturation. However, in this article I use Wittgenstein’s rule-following considerations to argue that psychological theories grounded upon this so-called objective model of rule-following fail to adequately account for concept acquisition and mastery. I argue that this is because linguistic enculturation, and the perceptual learning that’s often involved, influences and enables the mastery of aesthetic concepts. I argue that part of what’s involved in speaking aesthetically is to belong to a cultural practice of making sense of things aesthetically, and that it’s within a socio-linguistic community, and that community’s practices, that such aesthetic sense can be made intelligible. (shrink)

Beck presents an outline of the procedure of bootstrapping of integer concepts, with the purpose of explicating the account of Carey. According to that theory, integer concepts are acquired through a process of inductive and analogous reasoning based on the object tracking system, which allows individuating objects in a parallel fashion. Discussing the bootstrapping theory, Beck dismisses what he calls the "deviant-interpretation challenge"—the possibility that the bootstrapped integer sequence does not follow a linear progression after some point—as being general to (...) any account of inductive learning. While the account of Carey and Beck focuses on the OTS, in this paper I want to reconsider the importance of another empirically well-established cognitive core system for treating numerosities, namely the approximate number system. Since the ANS-based account offers a potential alternative for integer concept acquisition, I show that it provides a good reason to revisit the deviant-interpretation challenge. Finally, I will present a hybrid OTS-ANS model as the foundation of integer concept acquisition and the framework of enculturation as a solution to the challenge. (shrink)

This presentation discusses a notion encountered across disciplines, and in different facets of human activity: autonomous activity. We engage it in an interdisciplinary way. We start by considering the reactions and behaviors of biological entities to biotechnological intervention. An attempt is made to characterize the degree of freedom of embryos & clones, which show openness to different outcomes when the epigenetic developmental landscape is factored in. We then consider the claim made in programming and artificial intelligence that automata could show (...) self-directed behavior as to the determination of their step-wise decisions on courses of action. This question remains largely open and calls for some important qualifications. We try to make sense of the presence of claims of freedom in agency, first in common sense, then by ascribing developmental plasticity in biology and biotechnology, and in the mapping of programmed systems in the presence of environmental cues and self-referenced circuits as well as environmental coupling. This is the occasion to recall attempts at working out a logical and methodological approach to the openness of concepts that are still to be found, and assess whether they can operate the structuring intelligibility of a yet undeveloped or underdeveloped field of study, where a “bisociation" and a unification of knowledge might be possible. (shrink)

I argue that at least some nonlinguistic animals have conceptual capabilities. First, I show that positions that take linguistic capabilities to be necessary for conceptual capabilities are unable to explain the possibility of concept acquisition. Second, I argue that awareness of abstract relations requires conceptual capabilities and success at relational matching-to-sample tasks requires awareness of the abstract relations of same and different. Crows and amazons are able to succeed at relational matching-to-sample tasks, so we should attribute conceptual capabilities (...) to them. Third, I argue that at least some nonlinguistic animals are able to have and present reasons by making and having explicit content. Fourth, I argue for an externalist account of inference that takes epistemic responsibility to be a deontic status. Fifth, and finally, I argue that at least some nonlinguistic animals should be regarded as living in normative communities because their communications meet the conditions for assertions. (shrink)

Aim This thesis aims to develop a deeper understanding of how employees acculturate post-acquisition, its impact on their organisational identity. Methodology This research encompasses a qualitative case study which was developed by following an interpretative, abductive approach that allowed us to work simultaneously with theory and our empirical material. Nineteen semi-structured interviews, conducted at our case company Oaklers Group, together with observations, built the foundation of this thesis. Literature review In our literature review, we are outlining previous research on (...) acculturation as well as on the concept of organisational identity. Contributions This thesis contributes to the existing literature with a detailed description of the individual acculturation process of employees, its impact on organisational identity and the influence of communication on the acculturation process. (shrink)

In the Critique of the Power of Judgment, Kant introduces the notion of the reflective judgment and the a priori principle of purposiveness or systematicity of nature. He claims that the ability to judge objects by means of this principle underlies empirical concept acquisition and it is therefore necessary for cognition in general. In addition, he suggests that there is a connection between this principle and judgments of taste. Kant’s account of this connection has been criticized by several (...) commentators for the reason that it leads to the ‘everythingisbeautiful’ problem. In this paper I argue, contrary to these objections, that both finding an object beautiful and acquiring the concept represent the satisfaction of the same principle of nature’s purposiveness, which refers to the same cognitive need we have, that is, to systematize experience. I avoid the ‘everything is beautiful’ problem by arguing that aesthetic reflection refers to the synthesis of object’s individual and distinctive properties, while logical reflection refers to the synthesis of object’s general properties that it shares with other objects of its kind. Because aesthetic purposiveness is different from logical purposiveness, this allows for the possibility that we can have an object of cognition, without finding this object beautiful. (shrink)

The focus of this paper is introspection of phenomenal states, i.e. the distinctively first-personal method through which one can form beliefs about the phenomenology of one’s current conscious mental states. I argue that two different kinds of phenomenal state introspection should be distinguished: one which involves recognizing and classifying the introspected phenomenal state as an instance of a certain experience type, and another which does not involve such classification. Whereas the former is potentially judgment-like, the latter is not. I call (...) them, respectively, reflective introspection and primitive introspection. The purpose of this paper is to argue that primitive introspection is a psychologically real phenomenon. I first introduce the distinction and provide some preliminary motivation to accept it (§1). After some set-up considerations (§2), I present my central argument for the existence of a non-classificatory kind of introspective state (§3), what I call the ‘argument from phenomenal-concept acquisition’. Finally, I briefly present some reasons why my distinction may be important for various philosophical debates (§4). (shrink)

Indian spiritual and philosophical systems are essentially cognitive scientific in nature. Having origin in the Upanishads all Indian philosophical systems supplemented and complemented one another to develop a comprehensive source book of cognitive science. The nature and form of consciousness, mind and its functions are extensively dealt with and discussed from Upanishads through Buddhism, Jainism, Viseshaka, Nyaya, Yoga, Samkhya, Poorva Meemamsa,and Uttara Meemaams, Sabdabrahma Siddhanta contributing to many concepts which have relevance to cognitive science and language acquisition and communication. (...) In this paper all these will be reviewed and especially the concept of guṇa as envisaged in various Indian philosophical systems will be presented and correlated. The evolution of concept of guṇa through Shaddrarsanas will be specifically looked at. A correlation with Sabdabrahma Siddhānta of Indian grammarians initiated by Patanjali and developed through Bhartruhari will also be presented. (shrink)

For various historical, political as well as economic reasons, the English language is favoured as the universal language of science over other languages including French and German (Tardy, 2004). This naturally entails that students who are conversant in English have an advantage over those who are not in the acquisition of scientific knowledge. In relation to this, research on the misunderstanding of scientific terms in different languages shows that students who are speakers of non-western languages in particular face difficulties (...) in conceptualising scientific concepts. There is evidence to suggest that these students’ pre-existing knowledge about scientific terms and the polysemous nature of such terms are factors that influence their conceptualisation of the terms. This finding is the motivation behind the present cognitive linguistic study of the term temperature and its equivalent in Arabic, the compound دَرَجَةُ الحَرَارَة (darajatu al-ḥarara). Using a cognitive framework, namely Lakoff’s Idealised Cognitive Models (ICMs), the study analyses the conceptual similarities as well as differences between the terms. The study also analyses the English term heat as the second free morpheme of the compound دَرَجَةُ الحَرَارَة is الحَرَارَة which is the Arabic rendering of heat. The meanings and different uses of the terms are examined to analyse the ICMs that are evoked in each language. The results of the analysis reveal that the ICMs of English and Arabic terms under study overlap, and interestingly, also differ. (shrink)

Thomas Reid believed that the human mind is well equipped, from infancy, to acquire knowledge of the external world, with all its objects, persons and events. There are three main faculties that are involved in the acquisition of knowledge: (original) perception, memory, and imagination. It is thought that we cannot understand how exactly perception works, unless we have a good grasp on Reid’s notion of perceptual conception (i.e., of the conception employed in perception). The present paper argues that the (...) same is true of memory, and it offers an answer to the question: what type of conception does it employ? (shrink)

The human mind is capable of entertaining an astounding range of thoughts. These thoughts are composed of concepts or ideas, which are the building blocks of thoughts. This book is about where all of these concepts come from and the psychological structures that ultimately account for their acquisition. We argue that the debate over the origins of concepts, known as the rationalism-empiricism debate, has been widely misunderstood—not just by its critics but also by researchers who have been active participants (...) in the debate. Part I fundamentally rethinks the foundations of the debate. Part II defends a rationalist view of the origins of concepts according to which many concepts across many conceptual domains are either innate or acquired via rationalist learning mechanisms. Our case is built around seven distinct arguments, which together form a large-scale inference to the best explanation argument for our account. Part III then defends this account against the most important empiricist objections and alternatives. Finally, Part IV argues against an extreme but highly influential rationalist view—Jerry Fodor’s infamous view that it is impossible to learn new concepts and his related radical concept nativism, which holds that essentially all lexical concepts are innate. Throughout the book, our discussion blends philosophical and theoretical reflection with consideration of a broad range of empirical work drawn from many different disciplines studying the mind, providing a thorough update to the rationalism-empiricism debate in philosophy and cognitive science and a major new rationalist account of the origins of concepts. [An open access title available under the terms of a CC BY-NC-ND 4.0 licence]. (shrink)

In Marx’s posthumously published manuscripts from 1857–1863, we find a systematic exposition of his concept of subsumption. Though much has been written about it, significant interpretative gaps persist. In this article, I begin filling these gaps by examining the emergence of Marx’s concept of subsumption. I will argue that in the Grundrisse Marx brings together distinct but complementary elements from Hegel’s theories of judgment and teleology to coin two new and well delineated concepts of subsumption that prefigure his (...) later concepts of formal and real subsumption. These two concepts may be defined as: (a) the process of acquiring the social relational property of being a means to an end; (b) the process by which changes in non-relational properties occur in something due to this acquisition – and occur to better suit said end. (shrink)

Indian schools of philosophy were regarded of having a deep rooted metaphysical bent and diametrically opposite of Western concept of materialism and individualism. But, sometimes their overemphasis of dukkha tagged them as pessimistic. However, the contemporary Indian thinkers conceived a different idea of world and dukkha. Contrary to the notion of cessation of suffering after attaining the transcendental acquisition of liberation, contemporary philosophers believed in attaining salvation in this life only. Their writings provide ample teachings of enjoying life’s (...) bliss and attain the liberation in this worldly state by doing their obligations for others. This paper aims for a comparative study of the writings of contemporary thinkers like Rabindranath, Gandhi and Vivekananda and how they dealt with the idea of attaining liberation and cessation of suffering. Our paper would be study how the age old concept of Advaitva Vedanta takes a modified connotation in the philosophy of these thinkers.Moreover,our paper is a study to view the unique philosophy of life as proposed by them in their writings. Dukkha and Mukti . (shrink)

In this paper we advocate the thesis that qualia are tropes (or qualitons), and not (universal) properties. The main advantage of the thesis is that we can accept both the Wittgensteinian and Sellarsian assault on the given and the claim that only subjective and private states can do justice to the qualitative character of experience. We hint that if we take qualia to be tropes, we dissolve the problem of inverted qualia. We develop an account of sensory concept (...) class='Hi'>acquisition that takes the presence of qualia as an enabling condition for learning. We argue that qualia taken to be qualitons are part of our mechanism of sensory concept acquisition. (shrink)

Today, dignity recognized as a fundamental value across legal systems is equal, inherent and inalienable, inviolable, is the source of human rights and is essential for its subject to be recognized as an autotelic entity (an end in itself) that cannot be treated as an object. The analysis of the extract from Plato’s Demiurge’s speech in Timaeus reveals that Plato developed a reflection on something that determines the qualitative difference between certain beings and the world of things, and that forms (...) the basis for the special treatment of these beings, which the modern language can reasonably describe as dignity. The attributes of that dignity seem to overlap with the nature of dignity as we know today. What is more, Plato proposes a response to the question of what dignity is like but also to the question of what dignity is. It is the existential perfection, established in a perfect way of existence based on a specific internal unity of being. As the existential perfection, it covers the entire being along with all its features; it is inseparable from being (inherent and inalienable) – without it, it cannot exist. It is primordial to the particular features and independent of their acquisition or loss. Plato’s approach allows, based on the approach to dignity, the formulation of proposals aligned with today’s personalistic standards prescribing that persons be treated as ends in themselves and prohibiting the treatment of persons like objects. (shrink)

How do we acquire the notions of cardinality and cardinal number? In the (neo-)Fregean approach, they are derived from the notion of equinumerosity. According to some alternative approaches, defended and developed by Husserl and Parsons among others, the order of explanation is reversed: equinumerosity is explained in terms of cardinality, which, in turn, is explained in terms of our ordinary practices of counting. In their paper, ‘Cardinality, Counting, and Equinumerosity’, Richard Kimberly Heck proposes that instead of equinumerosity or counting, cardinality (...) is derived from a cognitively earlier notion of _just as many_. In this paper, we assess Heck’s proposal in terms of contemporary theories of number concept acquisition. Focusing on bootstrapping theories, we argue that there is no evidence that the notion of _just as many_ is cognitively primary. Furthermore, since the acquisition of cardinality is an enculturated process, the cognitive primariness of these notions, possibly including _just as many_, depends on various external cultural factors. Therefore, being possibly a cultural construction, _just as many_ could be one among several notions used in the acquisition of cardinality and cardinal number concepts. This paper thus challenges those accounts which seek for a fundamental concept underlying all aspects of numerical cognition. (shrink)

One of the more visible recent developments in philosophical methodology is the experimental philosophy movement. On its surface, the experimentalist challenge looks like a dramatic threat to the apriority of philosophy; ‘experimentalist’ is nearly antonymic with ‘aprioristic’. This appearance, I suggest, is misleading; the experimentalist critique is entirely unrelated to questions about the apriority of philosophical investigation. There are many reasons to resist the skeptical conclusions of negative experimental philosophers; but even if they are granted—even if the experimentalists are right (...) to claim that we must do much more careful laboratory work in order legitimately to be confident in our philosophical judgments— the apriority of philosophy is unimpugned. The kinds of scientific investigation that experimental philosophers argue to be necessary involve merely enabling sensory experiences. Although they are not enabling in the sense of permitting concept acquisition, they are enabling in another epistemically significant way that is also consistent with the apriority of philosophy. (shrink)

This article is a commentary on Carey (2009) The Origin of Concepts. Carey rightly rejects the building blocks model of concept acquisition on the grounds that new primitive concepts can be learned via the process of bootstrapping. But new primitives can be learned by other acquisition processes that do not involve bootstrapping, and bootstrapping itself is not a unitary process. Nonetheless, the processes associated with bootstrapping provide important insights into conceptual change.

This article develops a view of shape representation both in visual experience and in subpersonal visual processing. The view is that, in both cases, shape is represented in a ‘layered’ manner: an object is represented as having multiple shape properties, and these properties have varying degrees of abstraction. I argue that this view is supported both by the facts about visual phenomenology and by a large collection of evidence in perceptual psychology. Such evidence is provided by studies of shape discriminability, (...) apparent motion, multiple-object tracking, and structure-from-motion. Recent neuroscientific work has also corroborated this psychophysical evidence. Finally, I draw out implications of the layered view for processes of concept acquisition. 1 Introduction2 Metric Properties andShape Properties3 Metric Views4 Against Metric Views of Visual Shape Experience5 The Visual System Uses Abstract Shape Properties6 Against Metric Views of Visual Shape Representation7 Neural Underpinnings of Abstract Shape Perception8 Implications. (shrink)

The main thesis of this paper is that two prevailing theories about cognitive penetration are too extreme, namely, the view that cognitive penetration is pervasive and the view that there is a sharp and fundamental distinction between cognition and perception, which precludes any type of cognitive penetration. These opposite views have clear merits and empirical support. To eliminate this puzzling situation, we present an alternative theoretical approach that incorporates the merits of these views into a broader and more nuanced explanatory (...) framework. A key argument we present in favor of this framework concerns the evolution of intentionality and perceptual capacities. An implication of this argument is that cases of cognitive penetration must have evolved more recently and that this is compatible with the cognitive impenetrability of early perceptual stages of processing information. A theoretical approach that explains why this should be the case is the consciousness and attention dissociation framework. The paper discusses why concepts, particularly issues concerning concept acquisition, play an important role in the interaction between perception and cognition. (shrink)

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 capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically. (shrink)

There is no doubt that social interaction plays an important role in language-learning, as well as in concept acquisition. In surprising contrast, social interaction makes only passing appearance in our most promising naturalistic theories of content. This is particularly true in the case of mental content (e.g., Cummins, 1996; Dretske, 1981, 1988; Fodor, 1987, 1990a; Millikan, 1984); and insofar as linguistic content derives from mental content (Grice, 1957), social interaction seems missing from our best naturalistic theories of both.1 (...) In this paper, I explore the ways in which even the most individualistic of theories of mental content can, and should, accommodate social effects. I focus especially on the way in which inferential relations, including those that are socially taught, influence language-learning and concept acquisition. I argue that these factors affect the way subjects conceive of mental and linguistic content. Such effects have a dark side: the social and inferential processes in question give rise to misleading intuitions about content itself. They create the illusion that content and inferential relations are more deeply intertwined than they actually are. This illusion confounds an otherwise attractive solution to what is known as ‘Frege’s puzzle’ (Salmon, 1986). I.. (shrink)

Fiona Cowie's book What's Within: Nativism Reconsidered offers an important critical assessment of nativist views of the mind. She provides an account of what nativism consists in, and discusses prominent nativist views of concept acquisition and language acquisition. In the latter case, she also offers an empiricist alternative to Chomskyan nativist accounts, and claims that the main arguments for an innate language faculty—one that embodies Universal Grammar—don't work. We provide an overview of her position, focusing mostly on (...) her views about natural language, and argue that she has underestimated the power the poverty of the stimulus argument and consequently has underestimated the advantages of nativist models of language acquisition. (shrink)

The concepts developed using Upanishadic insight regarding human consciousness, mind and mental processes and their applications in information acquisition and transmission by, through and in human body will be used to model human cognitive processes. A sequential reversible process by the stepwise transformation of (i) infrasonic form of energy and transformation of information already stored in (ii) biochemical form within as memory, and retrieved as inner mental world into (iii) electrochemical and then into (iv) mechanical form while communicating and (...) the reverse of it as the (i) input stimuli from outside world as light, sound, chemical, mechanical and heat forms, into (ii) electrochemical, (iii) biochemical and finally into (iv) infra sonic form while acquiring and understanding processes is put forward and discussed. Comparisons will be made between energy transformations in electronics communication processes and these psychic energy transformations that give rise to cognitive processes. This comparison gives an insight and theory of origin, structure, function and cessation of human mental functions. A comparative diagram that describes application of infrasonic energy transformations associated with bionics as biochemical, electrochemical and mechanical forms will be given. (shrink)

Hutto and Myin have proposed an account of radically enactive (or embodied) cognition (REC) as an explanation of cognitive phenomena, one that does not include mental representations or mental content in basic minds. Recently, Zahidi and Myin have presented an account of arithmetical cognition that is consistent with the REC view. In this paper, I first evaluate the feasibility of that account by focusing on the evolutionarily developed proto-arithmetical abilities and whether empirical data on them support the radical enactivist view. (...) I argue that although more research is needed, it is at least possible to develop the REC position consistently with the state-of-the-art empirical research on the development of arithmetical cognition. After this, I move the focus to the question whether the radical enactivist account can explain the objectivity of arithmetical knowledge. Against the realist view suggested by Hutto, I argue that objectivity is best explained through analyzing the way universal proto-arithmetical abilities determine the development of arithmetical cognition. (shrink)

This paper is a new defense of type-B materialism against Jackson’s knowledge argument (1982) inspired by the Kantian main opposition between concepts and sensible intuitions. Like all materialists of type B, I argue that on her release from her black-and-white room, Mary makes cognitive progress. However, contrary to the so-called phenomenal concept strategy (henceforth PCS), I do not think that such progress can be accounted for in terms of the acquisition of new concepts. I also reject Tye’s recent (...) account of Mary’s cognitive progress as the acquisition of a “thing-knowledge.” What is crucial is not the Russellian opposition between knowing things and knowing truths but rather the Kantian opposition between conceptual and nonconceptual representations of the same thing (property). Mary’s phenomenal knowledge is here accounted for as the result of the cooperation of her newly acquired nonconceptual representation of the same phenomenal redness (the same thing) she had a conceptual representation before. As that new nonconceptual representation carries information about the same physical property she already represented but is now coded in analog rather than in digital form (Dretske, 1981), that nonconceptual representation can be accounted for in physical terms as Chalmers’s Master argument requires. Nevertheless, that representation can account for Mary’s cognitive progress since it carries information coded in analog form, something that the imprisoned she could never possess. (shrink)

The co-evolutionary concept of tri-modal stable evolutionary strategy (SESH) of Homo sapiens is developed. The concept based on the principle of evolutionary complementarity of anthropogenesis: value of evolutionary risk and evolutionary path of human evolution are defined by descriptive (evolutionary efficiency) and creative-teleological (evolutionary correctness) parameters simultaneously, that cannot be instrumental reduced to others ones. Resulting volume of both parameters define the vectors of human evolution by two gear mechanism ˗ genetic and cultural co-evolution and techno-humanitarian balance. Explanatory (...) model and methodology of evaluation of creatively teleological evolutionary risk component of NBIC technological complex is proposed. The mechanism of influence of each module on the evolution of the two remaining modules of SESH a priori can be twofold: (1) informational co-evolution (direct selective pressure); (2) semantic co-evolution (time-varying semantic code, the compliance of the biological, socio- cultural and techno-rationalist adaptive modules of human stable evolutionary strategy). More rapidly evolving autonomous element of the co-evolutionary pair becomes making sense factor for the partner. Semantic co-evolution is the discrete acquisition of adaptive significance of individual alleles by changing socio-cultural types, manifested as an increase in the genetic variability of populations of Homo sapiens, and domesticated species parallel to socio-culturogenesis. The socio- cultural landscape leads to drastically difference of direction in biological evolution of Atlantic and East-Slavic ethnicities/civilizations. (shrink)

This paper argues that knowledge of what it’s like varies along a spectrum from more exact to more approximate, and that phenomenal concepts vary along a spectrum in how precisely they characterize what it’s like to undergo their target experiences. This degreed picture contrasts with the standard all-or-nothing picture, where phenomenal concepts and phenomenal knowledge lack any such degreed structure. I motivate the degreed picture by appeal to (1) limits in epistemic abilities such as recognition, imagination, and inference, and (2) (...) the semantics of ‘knows what it’s like’ expressions. I argue that approximate phenomenal knowledge cannot be explained merely via determinable or vague phenomenal concepts. I develop a framework for systematizing approximate knowledge of phenomenal character. And I explain how my view challenges some standard assumptions about the acquisition conditions, requirements for mastery, and referential mechanisms of phenomenal concepts. (shrink)

I here critique the application of the traditional, similarity-based account of natural kinds to debates in psychology. A challenge to such accounts of kindhood—familiar from the study of biological species—is a metaphysical phenomenon that I call ‘transitional gradation’: the systematic progression of slightly modified transitional forms between related candidate kinds. Where such gradation proliferates, it renders the selection of similarity criteria for kinds arbitrary. Reflection on general features of learning—especially on the gradual revision of concepts throughout the acquisition of (...) expertise—shows that even the strongest candidates for similarity-based kinds in psychology exhibit systematic transitional gradation. As a result, philosophers of psychology should abandon discussion of kindhood, or explore non-similarity based accounts. (shrink)

The concept of fields available in physics will be considered for application to unravel the mysteries of form, structure and function of human consciousness and mind. The sameness of functions of human consciousness and mind in language acquisition and communication and also acquiring knowledge of various kinds and its will be discussed. In the light of this the limitations of concepts of pure physics and modern physics probes will be discussed. -/- The information and ideas available in the (...) Upanishads in the form of Brahmajnaana will be applied to understand the physical nature of human consciousness and mind and their functions. This information and translation into modern and cognitive scientific terms would be correlated with brainwaves concept of modern physiology. The physiochemical, physical and chemical natures of experiences, purport, meanings, ideas, thoughts and expressions will be presented based on Upanishadic insight thus acquired. The advantage of this alternative probe, method and model to understand the functions of human consciousness and mind will be demonstrated. -/- This model of human consciousness and mental functions is also correlated to brain wave EEG frequency changes. -/- . (shrink)

In this paper I consider Tetens' reaction to Kant's Inaugural Dissertation in his two most important philosophical works, the essay “Über die allgemeine speculativische Philosophie” of 1775 and the two-volume Philosophische Versuche of 1777. In particular, I focus on Tetens’ critical discussion of Kant's account of the acquisition of concepts of space and time.

Embodied cognitive theories predict that linguistic conceptual representations are grounded and continually represented in real world, sensorimotor experiences. However, there is an on-going debate on whether this also holds for abstract concepts. Grammar is the archetype of abstract knowledge, and therefore constitutes a test case against embodied theories of language representation. Former studies have largely focussed on lexical-level embodied representations. In the present study we take the grounding-by-modality idea a step further by using reaction time (RT) data from the linguistic (...) processing of nominal classifiers in Chinese. We take advantage of an independent body of research, which shows that attention in hand space is biased. Specifically, objects near the hand consistently yield shorter RTs as a function of readiness for action on graspable objects within reaching space, and the same biased attention inhibits attentional disengagement. We predicted that this attention bias would equally apply to the graspable object classifier but not to the big object classifier. Chinese speakers (N = 22) judged grammatical congruency of classifier-noun combinations in two conditions: graspable object classifier and big object classifier. We found that RTs for the graspable object classifier were significantly faster in congruent combinations, and significantly slower in incongruent combinations, than the big object classifier. There was no main effect on grammatical violations, but rather an interaction effect of classifier type. Thus, we demonstrate here grammatical category- specific effects pertaining to the semantic content and by extension the visual and tactile modality of acquisition underlying the acquisition of these categories. We conclude that abstract grammatical categories are subjected to the same mechanisms as general cognitive and neurophysiological processes and may therefore be grounded. (shrink)

Kant’s conception of the centrality of intellectual self-consciousness, or “pure apperception”, for scientific knowledge of nature is well known, if still obscure. Here I argue that, for Kant, at least one central role for such self-consciousness lies in the acquisition of the content of concepts central to metaphysical theorizing. I focus on one important concept, that of <substance>. I argue that, for Kant, the representational content of the concept <substance> depends not just on the capacity for apperception, (...) but on the actual intellectual awareness of oneself in such apperception. I then defend this interpretation from a variety of objections. (shrink)

This chapter presents a conception of understanding where understanding emerges out of the joint experience of conversation. On this conception, understanding requires more than the pre-reflective acquisition of shared social meanings – a conception of understanding historically highlighted by existential phenomenologists. Beyond this, it requires what occurs in genuine conversation, namely, that one put one’s pre-reflective social meanings at risk in the process of critical self-reflection. Drawing from the hermeneutic phenomenology of Hans-Georg Gadamer, I argue that conversation is that (...) joint experience that gives rise to such critical self-reflection and that it is conversation’s play-structure in particular that makes it a source of understanding in this sense. (shrink)

In this paper I consider Tetens' reaction to Kant's Inaugural Dissertation in his two most important philosophical works, the essay “Über die allgemeine speculativische Philosophie” of 1775 and the two-volume Philosophische Versuche of 1777. In particular, I focus on Tetens’ critical discussion of Kant's account of the acquisition of concepts of space and time.

Social norms are commonly understood as rules that dictate which behaviors are appropriate, permissible, or obligatory in different situations for members of a given community. Many researchers have sought to explain the ubiquity of social norms in human life in terms of the psychological mechanisms underlying their acquisition, conformity, and enforcement. Existing theories of the psychology of social norms appeal to a variety of constructs, from prediction-error minimization, to reinforcement learning, to shared intentionality, to domain-specific adaptations for norm (...) class='Hi'>acquisition. In this paper, we propose a novel methodological and conceptual framework for the cognitive science of social norms that we call normative pluralism. We begin with an analysis of the explanatory aims of the cognitive science of social norms. From this analysis, we derive a recommendation for a reformed conception of its explanandum: a minimally psychological construct that we call normative regularities. Our central empirical proposal is that the psychological underpinnings of social norms are most likely realized by a heterogeneous set of cognitive, motivational, and ecological mechanisms that vary between norms and between individuals, rather than by a single type of process or distinctive norm system. This pluralistic approach, we suggest, offers a methodologically sound point of departure for a fruitful and rigorous science of social norms. (shrink)

People’s beliefs about normality play an important role in many aspects of cognition and life (e.g., causal cognition, linguistic semantics, cooperative behavior). But how do people determine what sorts of things are normal in the first place? Past research has studied both people’s representations of statistical norms (e.g., the average) and their representations of prescriptive norms (e.g., the ideal). Four studies suggest that people’s notion of normality incorporates both of these types of norms. In particular, people’s representations of what is (...) normal were found to be influenced both by what they believed to be descriptively average and by what they believed to be prescriptively ideal. This is shown across three domains: people’s use of the word ‘‘normal” (Study 1), their use of gradable adjectives (Study 2), and their judgments of concept prototypicality (Study 3). A final study investigated the learning of normality for a novel category, showing that people actively combine statistical and prescriptive information they have learned into an undifferentiated notion of what is normal (Study 4). Taken together, these findings may help to explain how moral norms impact the acquisition of normality and, conversely, how normality impacts the acquisition of moral norms. (shrink)

The notion of repression as active forgetfulness already found in Nietzsche and systematised by Freud and his successors is employed in a distinctive manner by Merleau-Ponty in Phenomenology of Perception. By showing how we appropriate our environment towards outcomes and respond to other people, he contends, we can unearth hidden modes of operative intentionality. Two such modes are the motor intentional projection of action and the anonymous intercorporeality that includes touching and being touched. Each of these is an aspect of (...) a past that was never a present. Merleau-Ponty does have something to say about pasts that were once present and that linger on in human life. Yet he shows little interest in the unconsciousness of psychoanalysis for its own sake. Psychoanalytic accounts of repression are assimilated into his theory of the body itself, serving merely as means for illustrating the latter. I suggest that this move follows on a conception of an integrated existent whose past acquisitions are remarkably enabling and untroubling. (shrink)

Polanyi’s concept of “embeddedness” has been the subject of debate. Various authors have argued that it reveals a contradiction. They contend that Polanyi states that all economies are always embedded, while simultaneously maintaining that the modern market economy is exceptional because it is disembedded. Others claim that there is no contradiction in Polanyi’s thought but that he is merely describing a contradiction of the market economy. In this text, I argue that both sides fail to discern two different concepts: (...) “institutedness” and “embeddedness.” “Institutedness” denotes the idea that economic behavior is always dependent on and the result of certain forms of social organization. In turn, the distinction between embeddedness and disembeddedness is inspired by the Aristotelian distinction between natural and unnatural economic behavior. This distinction refers to the finality of economic behavior: is it directed at the thriving of an ethical community or is it instead directed at wealth acquisition as an end in itself? I argue that both institutedness and (dis)embeddedness fulfill a crucial, though different, role in Polanyi’s critique of market capitalism. I conclude by giving a preliminary outline of what could be the implications for a (neo-)Polanyian political economy of my analysis. (shrink)

In this chapter we give an overview of current and historical conceptions of the nature of obsessions and compulsions. We discuss some open questions pertaining to the primacy of the affective, volitional or affective nature of obsessive-compulsive disorder (OCD). Furthermore, we add some phenomenological suggestions of our own. In particular, we point to the patients’ need for absolute certainty and the lack of trust underlying this need. Building on insights from Wittgenstein, we argue that the kind of certainty the patients (...) strive for is unattainable in principle via the acquisition of factual knowledge. Moreover, we suggest that the patients’ attempts to attain certainty are counter-productive as their excessive conscious control in fact undermines the trust they need. (shrink)

The self-worth of political communities is often understood to be an expression of their position in a hierarchy of power; if so, then the desire for self-worth is a source of competition and conflict in international relations. In early modern German natural law theories, one finds the alternative view, according to which duties of esteem toward political communities should reflect the degree to which they fulfill the functions of civil government. The present article offers a case study, examining the views (...) concerning confederation rights and the resulting duties of esteem in diplomatic relations developed by Christoph Besold (1577–1638). Besold defends the view that confederations including dependent communities—such as the Hanseatic League—could fulfill a stabilizing political function. He also uses sixteenth-century conceptions concerning the acquisition of sovereignty rights through prescription of immemorial time. Both strands of argument lead to the conclusion that the envoys of dependent communities can have the right to be recognized as ambassadors, with all the duties of esteem that follow from this recognition. (shrink)