Sterelny and Hiscock (S&H) argue against the centrality of high-fidelity copying in cumulative culture. I address one key strand of their case, the decoupling of expertise from precise imitation. This advances understanding of hominin skill acquisition, and underlines a puzzle about domain-specificity.

I start with a brief assessment of the implications of Sterelny’s anti-individualist, anti-internalist apprentice learning model for a more historical and interdisciplinary cognitive science. In a selective response I then focus on two core features of his constructive account: collaboration and skill. While affirming the centrality of joint action and decision making, I raise some concerns about the fragility of the conditions under which collaborative cognition brings benefits. I then assess Sterelny’s view of skill acquisition and performance, which runs counter (...) to dominant theories that stress the automaticity of skill. I suggest that it may still overestimate the need for and ability of experts to decompose and represent the elements of their own practical knowledge. (shrink)

Humans are uncontroversially better than other species at learning from their peers. A key example of this is imitation, the ability to reproduce both the means and ends of others’ behaviours. Imitation is critical to the acquisition of a number of uniquely human cultural and cognitive traits. However, while authors largely agree on the importance of imitation, they disagree about the origins of imitation in humans. Some argue that imitation is an adaptation, connected to the ‘Mirror Neuron System’ that evolved (...) to facilitate action understanding and the learning of social behaviours. Others argue that imitation is a cultural practice learned in childhood, and that there is no evidence that it evolved genetically. We offer a third alternative that is consistent with both data that the human brain is optimised for imitation, and consistent with its being substantially learned. We hypothesise that at some point in human history humans underwent natural selection for two imitation-relevant abilities – specifically, (i) the tendency to be more attentive to our peers, and (ii) fine motor skill in the manual and oro-facial domains. These changes enabled us to excel at both learning to imitate, and learning by imitating. (shrink)

What makes fast, cumulative cultural evolution work? Where did it come from? Why is it the sole preserve of humans? We set out a self-assembly hypothesis: cultural evolution evolved culturally. We present an evolutionary account that shows this hypothesis to be coherent, plausible, and worthy of further investigation. It has the following steps: (0) in common with other animals, early hominins had significant capacity for social learning; (1) knowledge and skills learned by offspring from their parents began to (...) spread because bearers had more offspring, a process we call CS1 (or Cultural Selection 1); (2) CS1 shaped attentional learning biases; (3) these attentional biases were augmented by explicit learning biases (judgements about what should be copied from whom). Explicit learning biases enabled (4) the high-fidelity, exclusive copying required for fast cultural accumulation of knowledge and skills by a process we call CS2 (or Cultural Selection 2), and (5) the emergence of cognitive processes such as imitation, mindreading and metacognition – ‘cognitive gadgets’ specialised for cultural learning. This self-assembly hypothesis is consistent with archaeological evidence that the stone tools used by early hominins were not dependent on fast, cumulative cultural evolution, and suggests new priorities for research on ‘animal culture’. (shrink)

This article reconsiders the early hominid ‘‘lithic niche’’ by examining the social implications of stone artifact making. I reject the idea that making tools for use is an adequate explanation of the elaborate artifact forms of the Lower Palaeolithic, or a sufficient cause for long-term trends in hominid technology. I then advance an alternative mechanism founded on the claim that competency in making stone artifacts requires extended learning, and that excellence in artifact making is attained only by highly skilled (...) individuals who have been taught and practiced for extensive periods. Consequently both competency and expertise in knapping comes at a high learning cost for both the individual learner and the social group to which they belong. Those high intrinsic costs of learning created contexts in which groups selected cost-reducing forms of social learning and teaching, and in which specialization could develop. Artifacts and their manufacturing processes probably acquired functions as social signals—as honest signals of valuable capacities. The magnification of these signals, through competition between knappers and through inspiring later craftspeople, may account for a substantial amount of the accumulated elaboration visible in the archaeological record. Consequently lithic artifacts operated as material symbols from an early time in hominid evolution. (shrink)

Paleontological evidence suggests that human artefacts with intentional markings might have originated already in the Lower Paleolithic, up to 500.000 years ago and well before the advent of ‘behavioural modernity’. These markings apparently did not serve instrumental, tool-like functions, nor do they appear to be forms of figurative art. Instead, they display abstract geometric patterns that potentially testify to an emerging ability of symbol use. In a variation on Ian Hacking’s speculative account of the possible role of “likeness-making” in the (...) evolution of human cognition and language, this essay explores the central role that the embodied processes of making and the collective practices of using such artefacts might have played in early human cognitive evolution. Two paradigmatic findings of Lower Paleolithic artefacts are discussed as tentative evidence of likenesses acting as material scaffolds in the emergence of symbolic reference-making. They might provide the link between basic abilities of mimesis and imitation and the development of modern language and thought. (shrink)

Tasks, tools, and techniques that we perform, use, and acquire, define the elements of expertise which we value as the hallmarks of goal-driven behavior. Somehow, the creation of tools enables us to define new tasks, or is it that the envisioning of new tasks drives us to invent new tools? Or maybe it is that new tools engender new techniques which then result in new tasks? This jumble of issues will be explored and discussed in this (...) diverse collection of papers. Individually, few of the papers are related to each other by topic or by techniques of analysis. Collectively, all focus on tasks performed using tools and discuss the techniques of tool use which enable differences in performance and expertise across individuals, societies, and (even) species. -/- . (shrink)

What occurs in the mind of an expert who is performing at their very best? In this paper, I survey the history of debate concerning this question. I suggest that expertise is neither solely a mastery of the automatic nor solely a mastery of intelligence in skilled action control. Experts are also capable of performing automatic actions intelligently. Following this, I argue that unconscious-thought theory (UTT) is a powerful tool in coming to understand the role of executive, intelligent action control (...) in the fluidly automatic performance of expertise. Relying on a body of empirical evidence concerning the cognitive structures and perceptual strategies employed by experts, I show that the realm of skilled action is an ideal environment within which the powers of unconscious cognitive processing can have positive effects on action. I conclude that experts rely upon unconscious thinking in the production of intelligently automatic skilled actions. (shrink)

This article has two goals. First, it synthesizes and critically assesses current scientific knowledge about the cognitive bases of human tool use. Second, it shows how the cognitive traits reviewed help to explain why technological accumulation evolved so markedly in humans, and so modestly in apes.

We are all guided by thousands of norms, but how did our capacity for normative cognition evolve? I propose there is a deep but neglected link between normative cognition and practical skill. In modern humans, complex motor skills and craft skills, such as toolmaking, are guided by internally represented norms of correct performance. Moreover, it is plausible that core components of human normative cognition evolved as a solution to the distinctive problems of transmitting complex motor skills and craft skills, especially (...) skills related to toolmaking, through social learning. If this is correct, the expansion of the normative domain beyond technique to encompass more abstract norms of fairness, reciprocity, ritual and kinship involved the elaboration of a basic platform for the guidance of skilled action by technical norms. This article motivates and defends this “skill hypothesis” for the origin of normative cognition and sets out various ways in which it could be empirically tested. (shrink)

Analysis of grip force signals tailored to hand and finger movement evolution and changes in grip force control during task execution provide unprecedented functional insight into somatosensory cognition. Somatosensory cognition is a basis of our ability to manipulate, move, and transform objects of the physical world around us, to recognize them on the basis of touch alone, and to grasp them with the right amount of force for lifting and manipulating them. Recent technology has permitted the wireless monitoring of (...) grip force signals recorded from biosensors in the palm of the human hand to track and trace human grip forces deployed in cognitive tasks executed under conditions of variable sensory (visual, auditory) input. Non-invasive multi-finger grip force sensor technology can be exploited to explore functional interactions between somatosensory brain mechanisms and motor control, in particular during learning a cognitive task where the planning and strategic execution of hand movements is essential. Sensorial and cognitive processes underlying manual skills and/or hand-specific (dominant versus non-dominant hand) behaviors can be studied in a variety of contexts by probing selected measurement loci in the fingers and palm of the human hand. Thousands of sensor data recorded from multiple spatial locations can be approached statistically to breathe functional sense into the forces measured under specific task constraints. Grip force patterns in individual performance profiling may reveal the evolution of grip force control as a direct result of cognitive changes during task learning. Grip forces can be functionally mapped to from-global-to-local coding principles in brain networks governing somatosensory processes for motor control in cognitive tasks leading to a specific task expertise or skill. Under the light of a comprehensive overview of recent discoveries into the functional significance of human grip force variations, perspectives for future studies in cognition, in particular the cognitive control of strategic and task relevant hand movements in complex real-world precision task, are pointed out. (shrink)

The standard view of classical cognitive science stated that cognition consists in the manipulation of language-like structures according to formal rules. Since cognition is ‘linguistic’ in itself, according to this view language is just a complex communication system and does not influence cognitive processes in any substantial way. This view has been criticized from several perspectives and a new framework (Embodied Cognition) has emerged that considers cognitive processes as non-symbolic and heavily dependent on the dynamical interactions between the cognitive system (...) and its environment. But notwithstanding the successes of the embodied cognitive science in explaining low-level cognitive behaviors, it is still not clear whether and how it can scale up for explaining high-level cognition. In this paper we argue that this can be done by considering the role of language as a cognitive tool: i.e. how language transforms basic cognitive functions in the high-level functions that are characteristic of human cognition. In order to do that, we review some computational models that substantiate this view with respect to categorization and memory. Since these models are based on a very rudimentary form of non-syntactic ‘language’ we argue that the use of language as a cognitive tool might have been an early discovery in hominid evolution, and might have played a substantial role in the evolution of language itself. (shrink)

Recent work by Stout and colleagues indicates that the neural correlates of language and Early Stone Age toolmaking overlap significantly. The aim of this paper is to add computational detail to their findings. I use an error minimisation model to outline where the information processing overlap between toolmaking and language lies. I argue that the Early Stone Age signals the emergence of complex structured representations. I then highlight a feature of my account: It allows us to understand the early (...) class='Hi'>evolution of syntax in terms of an increase in the number and complexity of models in a cognitive system, rather than the development of new types of processing. (shrink)

To better understand the nature of joint expertise and its underlying processes, we need not only analyses of the general conditions for skilled group action, but also descriptive accounts of the features and dimensions that vary across distinct performances and contexts, such as sport and the arts. And in addition to positioning our accounts against current models of individual skill, we need concepts and lessons from work on collaborative processes in other cognitive domains. This paper examines ecological or situational components (...) of expert joint action in practice, then offers a selective survey of some key cognitive and affective resources that shape and transform group performance. (shrink)

This essay introduces a special issue focused on 4E cognition (cognition as embodied, embedded, enactive, and extended) in the Lower Palaeolithic. In it, we review the typological and representational cognitive approaches that have dominated the past fifty years of paleoanthropology. These have assumed that all representations and computations take place only inside the head, which implies that the archaeological record can only be an “external” product or the behavioral trace of “internal” representational and computational processes. In comparison, the 4E approach (...) helps us to overcome this dualist representational logic, allowing us to engage directly with the archaeological record as an integral part of the thinking process, and thus ground a more parsimonious cognitive archaeology. It also treats stone tools, the primary vestiges of hominin thinking, as active participants in mental life. The 4E approach offers a better grounding for understanding hominin technical expertise, a crucially important component of hominin cognitive evolution. (shrink)

What forms of consciousness can the subject have of her body in action? This is a recurrent issue in contemporary research on skilled movement and expertise, and according to a widespread view, the body makes itself inconspicuous in performance in favour of the object or goal that the activity is directed to. However, this attitude to consciousness in bodily performance seems unsatisfying for an understanding of skilled action, and the work of several researchers can be seen as responding to this (...) view: Montero, Legrand, Ravn and others in the philosophy of expertise and of dance have developed various notions of consciousness and cognition to account for the mindful processes at play in performance. Two related questions can be distinguished here: 1. Is there an inherent conflict between skilled action and at least more than marginal awareness of that action, or is it possible – and even desirable – to reflect on our own performance without considerably impeding on it? 2. What forms of consciousness pertaining to the body in action must we distinguish in order to answer the first question? This paper gives an overview of this discussion, focusing on the second issue, although the first will come into play in so far as it is linked with the latter question. Drawing on Merleau-Ponty’s analyses of bodily reflection and on dancers’ descriptions, I show that there is, in phenomenological terms, a bodily level of reflection: a fully conscious and exploratory activity that is led by the skilled body, and that is explicitly aimed at by many performers. (shrink)

Guided by neuroscience, animal behavior, evolution, philosophy, and psychology, Asma burrows deep into the human psyche to look right at the enigmatic but powerful engine that is our improvisational creativity—the source, he argues, of our remarkable imaginational capacity. How is it, he asks, that a story can evoke a whole world inside of us? How are we able to rehearse a skill, a speech, or even an entire scenario simply by thinking about it? How does creativity go beyond experience (...) and help us make something completely new? And how does our moral imagination help us sculpt a better society? As he shows, we live in a world that is only partly happening in reality. Huge swaths of our cognitive experiences are made up by “what-ifs,” “almosts,” and “maybes,” an imagined terrain that churns out one of the most overlooked but necessary resources for our flourishing: possibilities. Considering everything from how imagination works in our physical bodies to the ways we make images, from the mechanics of language and our ability to tell stories to the creative composition of self-consciousness, Asma expands our personal and day-to-day forms of imagination into a grand scale: as one of the decisive evolutionary forces that has guided human development from the Paleolithic era to today. The result is an inspiring look at the rich relationships among improvisation, imagination, and culture, and a privileged glimpse into the unique nature of our evolved minds. (shrink)

Cognitive archaeology is a relatively new interdisciplinary science that uses cognitive and psychological models to explain archaeological artifacts like stone tools, figurines, and art. Edited by cognitive archaeologist Karenleigh A. Overmann and psychologist Frederick L. Coolidge, Squeezing Minds From Stones is a collection of essays, from both early pioneers and 'up and coming' newcomers in the field, that addresses a wide variety of cognitive archaeology topics, including the value of experimental archaeology, primate archaeology, the intent of ancient tool makers, (...) and how they may have lived and thought. (shrink)

Investigation into the sequence structure of the genetic code by means of an informatic approach is a real success story. The features of human language are also the object of investigation within the realm of formal language theories. They focus on the common rules of a universal grammar that lies behind all languages and determine generation of syntactic structures. This universal grammar is a depiction of material reality, i.e., the hidden logical order of things and its relations determined by natural (...) laws. Therefore mathematics is viewed not only as an appropriate tool to investigate human language and genetic code structures through computer sciencebased formal language theory but is itself a depiction of material reality. This confusion between language as a scientific tool to describe observations/experiences within cognitive constructed models and formal language as a direct depiction of material reality occurs not only in current approaches but was the central focus of the philosophy of science debate in the twentieth century, with rather unexpected results. This article recalls these results and their implications for more recent mathematical approaches that also attempt to explain the evolution of human language. (shrink)

I argue that uniquely human forms of ‘Theory of Mind’ are a product of cultural evolution. Specifically, propositional attitude psychology is a linguistically constructed folk model of the human mind, invented by our ancestors for a range of tasks and refined over successive generations of users. The construction of these folk models gave humans new tools for thinking and reasoning about mental states—and so imbued us with abilities not shared by non-linguistic species. I also argue that uniquely human (...) forms of ToM are not required for language development, such that an account of the cultural origins of ToM does not jeopardise the explanation of language development. Finally, I sketch a historical model of the cultural evolution of mental state talk. (shrink)

The research aims to identify the learning organizations and their role in achieving organizational excellence in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) workers from the Palestinian universities was selected and the recovery rate (...) was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The research found the following results: there is a fair degree of approval on "cognitive dimension", there is a high approval about the importance of "organizational dimension", there is moderately consent of the importance of "Community dimension", there is a large degree of consent about the importance of axis of the "leadership excellence", there is a large degree of consent about the importance of axis of the "service-excellence", there is a fair degree approval about the importance of the axis of "cognitive excellence", and there is a moderately consent of the importance of "Organizational Excellence". The research found a group of recommendations including: the need to develop appropriate strategies for the University, employ modern technology in information systems, in addition to provide appropriate environment that achieve learning organizations, develop technological infrastructure, adopt universities for knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments, create technological incubators in universities to adopt excellence academic research projects, and protected them, support them, and market them. Establishing of centers of excellence for scientific research in the university.The need for cooperation and coordination between local, Arab and international universities for the exchange of knowledge, information, and participation programs and training courses, as it provides an opportunity to develop the capabilities and skills of personnel and expertise. (shrink)

How the universe came to be what it is now is a key philosophical question. The hypothesis that it came from nothing or śūnya (as proposed by Stephen Hawking, among others) proves to be dissembling, since the quantum vacuum can hardly be considered a void (śūnya). In modern science, it is generally assumed that matter existed before the universe came to be. Modern science hypothesizes that the manifestation of life on earth is nothing but a mere increment in the complexity (...) of matter – and hence is an outcome of evolution of matter (chemical evolution) following the Big Bang. After the manifestation of life, modern science believed that chemical evolution transformed itself into biological evolution, which then had caused the entire biodiversity on our planet. In the framework of materialism, the major attention is to find general organizational laws stimulated by physical sciences, ignoring the uniqueness of life. The main goal of materialism is to reduce consciousness to natural processes, which in turn can be translated into the language of math, physics, and chemistry. Following this approach, scientists have made several attempts to deny the living organism of its veracity as an immortal soul, in favor of genes, molecules, atoms, and so on. However, advancement in various fields of biology has repeatedly given rise to questions against such a denial and has supplied more and more evidence against the completely misleading ideological imposition that living entities are particular states of matter. In the recent past, however, the realization has arisen that cognitive nature of life at all levels has begun presenting significant challenges to the views of materialism in biology and has created a more receptive environment for the soul hypothesis (Shanta BN. Commun Integr Biol 8(5):e1085138, 2015). Therefore, instead of adjudicating different aprioristic claims, the development of an authentic theory of origin of life and universe needs both proper scientific knowledge and the appropriate tools of philosophical analysis of life. This talk will highlight the uniqueness of biological systems that offers a considerable challenge to the mainstream materialism and proposes the Vedāntic philosophical view as a viable alternative for development of a theory worthy of origin of life and universe. (shrink)

Using a model of cognition as extended and enactive, we examine the role of materiality in making minds as exemplified by lithics and writing, forms associated with conceptual thought and meta-awareness of conceptual domains. We address ways in which brain functions may change in response to interactions with material forms, the attributes of material forms that may cause such change, and the spans of time required for neurofunctional reorganization. We also offer three hypotheses for investigating co-influence and change in cognition (...) and material culture. This project has received funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No. 785793. (shrink)

This paper will outline a series of changes in the archaeological record related to Hominins. I argue that these changes underlie the emergence of the capacity for strategic thinking. The paper will start by examining the foundation of technical skills found in primates, and then work through various phases of the archaeological and paleontological record. I argue that the key driver for the development of strategic thinking was the need to expand range sizes and cope with increasingly heterogeneous environments.

Perhaps a part of what makes expertise so inspiring to the curious researcher is the possibility of appropriating the structural components of skilled action to draw a roadmap towards their achievement that anyone might be able to follow. Accordingly, the purpose of this essay is to shed light upon the role that creativity plays in the production and environment of skilled action to that foregoing end. In doing so, I suggest that the lessons to be learned from recent empirical research (...) on creativity has much to offer to the cognitive science of skill and expertise. Experts are able to bring their intelligence to bear in controlling fast and seemingly automatic actions by utilizing a form of control often called ‘intelligent automaticity.’ In this spirit, I argue that the environment of intelligently automatic action control curates a similarly ideal environment for the processes of creativity. Moreover, insofar as creativity is ideally operative within the environment of expert action control, I argue further that creativity functions as one representative form of ‘intelligence’ embedded within otherwise fluid, and automatic expert actions. Creativity is able to do so even without conscious representation through the powers of incubated cognition. (shrink)

I briefly present and motivate a ‘skill hypothesis’ regarding the evolution of human normative cognition. On this hypothesis, the capacity to internally represent action-guiding norms evolved as a solution to the distinctive problems of standardizing, learning and teaching complex motor skills and craft skills, especially skills related to toolmaking. We have an evolved cognitive architecture for internalizing norms of technique, which was then co-opted for a rich array of social functions. There was a gradual expansion of the normative domain, (...) with ritual playing an important role in bridging the gap between concrete, enacted norms and general, abstract norms, such as kinship norms. I conclude by stating nine predictions arising from the skill hypothesis. (shrink)

Many philosophers working on virtue theory have resisted the idea that the virtues are practical skills, apparently following Aristotle’s resistance to that idea. Bucking the trend, Matt Stichter defends a strong version of this idea in The Skillfulness of Virtue by marshaling a wide range of conceptual and empirical arguments to argue that the moral virtues are robust skills involving the cognitive-conative unification of Aristotelian phronêsis (‘practical intelligence’). Here I argue that Aristotle overlooks a more delimited kind of practical intelligence, (...) strongly analogous to his own account of phronêsis, that unifies complex forms of expertise such as medicine or even high-level sports. Insofar as the skill model of virtue is compelling, it must draw on a robust conception of practical expertise (technê) like the one developed here rather than the ordinary, anemic conception of practical skills. (shrink)

The long history of research and debate surrounding expertise has emphasized the importance of both automaticity and intelligent deliberation in the control of skilled, expert action – and often, their mutual exclusion of one another. To the contrary, recent developments in the cognitive science of skill implicate the likelihood of a third, hybrid line of interpretation and a new path forward. This paper surveys these recent developments, arguing that hybrid models of expertise and skill are the most fruitful way forward (...) in interpreting and conducting research on experts. I categorize a new set of interpretations of skill as ‘sophisticated hybrid models’ owing to the fact that they deny the mutual exclusion of automaticity from intelligent action control. I then argue that this interpretive strategy is the most fruitful way forward to making clear much of the complexity of skilled action and expertise. (shrink)

This article describes various ways actors in Kashmiri carpet weaving practice deploy a range of artifacts, from symbolic, to material, to hybrid, in order to achieve diverse cognitive accomplishments in their particular task domains: information representation, inter and intra-domain communication, distribution of cognitive labor across people and time, coordination of team activities, and carrying of cultural heritage. In this repertoire, some artifacts position themselves as naïve tools in the actors’ environment to the point of being ignored; however, their usage-in-context (...) unfolds their cognitive involvement in the tasks. These usages-in-context are shown through artifact analysis of their routine, improvised, and opportunistic uses, where cognitive artifacts like talim—the central artifact of this practice—are shown to play not only multifunctional roles beyond representation, but are also complemented by trade-specific skills bearing strong cognitive implications in a task. (shrink)

Simon Høffding’s book A Phenomenology of Musical Absorption (2019) contributes to a growing field of research focusing on the artist’s and performer’s experience, as significant for philosophical understanding of on the one hand expertise and skill-formation, on the other art and artistic practice. Høffding’s work is based on a qualitative study of the world-famous ensemble The Danish String Quartet, and has two purposes according to the author: first, to answer a question that arises when confronted with expert musicians’ descriptions of (...) their experiences: “Who is playing?” While deeply concentrated – absorbed – during rehearsal or performance, musicians have described the feeling of something else taking over: the body, the fingers, the instrument, the music. What kind of self is present in this experience and what kind of consciousness does the musician have of her own performance and of the musical work that is performed? Second, Høffding presents a phenomenological account of the experiences at issue, that is based on thorough empirical work and analysed with tools from phenomenology and cognitive science. While not mainly concerned with philosophical aesthetics, the musical work itself has an important role to play in answering these two questions. In the book, Høffding shows with wonderful clarity the value of listening to and analysing performers’ depiction of their experience, not only in order to provide a theoretical framework that can account for the particular experiences associated with expertise but also to prompt philosophical understanding of artistic/aesthetic experience, art and creativity. There are, however, certain problems with his account. One is the internal conflict between the idea that absorption can be experienced at any level of music making, and the claim that only professional experts can experience absorption in its stronger form, without giving a clear argument for this differentiation. Another is Høffding’s desire to present his work as a “paradigmatic case”, resulting in a certain lack of generosity vis-à-vis precursors and other scholars, and interpretations that are not always backed up by the interview material. In general, there are a number of unclear references and loose ends, that this reader would have wished to be worked out in detail. This being said, Høffding has uncovered a thought-provoking path that I hope will be continued. (shrink)

Researchers often claim that self-control is a skill. It is also often stated that self-control exertions are intentional actions. However, no account has yet been proposed of the skillful agency that makes self-control exertion possible, so our understanding of self-control remains incomplete. Here I propose the skill model of self-control, which accounts for skillful agency by tackling the guidance problem: how can agents transform their abstract and coarse-grained intentions into the highly context-sensitive, fine-grained control processes required to select, revise and (...) correct strategies during self-control exertion? The skill model borrows conceptual tools from ‘hierarchical models’ recently developed in the context of motor skills, and asserts that self-control crucially involves the ability to manage the implementation and monitoring of regulatory strategies as the self-control exercise unfolds. Skilled agents are able do this by means of flexible practical reasoning: a fast, context-sensitive type of deliberation that incorporates non-propositional representations into the formation and revision of the mixed-format intentions that structure self-control exertion. The literatures on implementation intentions and motivation framing offer corroborating evidence for the theory. As a surprising result, the skill of self-control that allows agents to overcome the contrary motivations they experience is self-effacing: instead of continuously honing this skill, expert agents replace it with a different one, which minimizes or prevents contrary motivations from arising in the first place. Thus, the more expert you are at self-control, the less likely you are to use it. (shrink)

Given the explanatory stalemate between ‘embedded’ (EMB) and ‘extended’ (EXT) cognition, various authors have proposed normative and moral arguments in favour of EXT. According to what we call the “extended cognition moral narrative” (EXT-MN) (Cassinadri, 2022), we should embrace EXT and dismiss EMB, because the former leads to morally preferable consequences with respect to the latter. In this article we argue that two arguments following the EXT moral narrative are flawed. In Sect. 2.1 and 2.2, we present respectively King (2016) (...) and Vold’s (2018) ‘argument from assessment of capacities’ (AAC) and Clowes (2013), Farina and Lavazza’s (2022a) ‘cognitive diminishment argument’ (CDA). The AAC states that we should embrace EXT over EMB since the former is better at attributing cognitive credit to individuals with learning disabilities who use assistive tools to complete their learning tasks, thus avoiding their marginalisation. The CDA states that EMB implies a morally undesirable picture of the agent in terms of cognitive diminishment. In Sect. 3, we clarify and criticise the underlying assumptions of the AAC and CDA: the “cognitive credit assumption”, the “marginalisation assumption” and, more generally, an ableist conception of disabled agency. In Sect. 3.1, we discuss the role of moto-perceptual skills and metacognitive credit involved in complex cases of tool-use, to demonstrate that the EXT-MN is uninformative in addressing these cases. To conclude, in Sect. 4 we argue that AAC and CDA fail to present EXT as descriptively and normatively superior to EMB. (shrink)

Philosophers and scientists have across the ages been amazed about the fact that development and learning often lead to not just a merely incremental and gradual change in the learner but sometimes to a result that is strikingly different from the learner’s original situation: amazed, but at times also worried. Both philosophical and cognitive neuroscientific insights suggest that experts appear to perform ‘different’ tasks compared to beginners who behave in a similar way. These philosophical and empirical perspectives give some insight (...) into what happens when a novice is transitioning to a stage of expertise. Generally, this implies that increased skill and expertise support better results and a more flexible performance, in part because these allow an agent to withdraw part of her attention and other cognitive resources from the tasks involved, enabling her to devote those resources to supporting, or completely different, tasks. As positive as these developments appear, these changes have also raised concerns. The main concern is whether gaining expertise is like raising a ‘cognitive monster’ which escapes the individual’s conscious control and influences her actions with undesirable automatisms. If so, we should ask ourselves whether experts are capable of taming this monster. The answer appears initially not to be positive. Indeed, it has been noted that since it is difficult for experts to withhold automatic responses this can lead to inflexibility or performance that is only optimal under certain conditions, because it is limited to a specific domain, often context-dependent, biased and inflexible. In what follows, I will consider this challenge of protecting expertise and harnessing this brittleness from philosophical and cognitive neuroscientific perspectives. Taking into account that action is in general determined by a multitude of factors, with learning and development affecting how these factors exert their influence, a philosophical question is how this complex and dynamic process can be explained and subsequently, how controlling it might be understood. First, though, I will present the issue at hand more closely: should we appreciate expertise if it is similar to growing a ‘cognitive monster’? Second, I will introduce the framework of a “Sculpted Space of Actions” (Keestra, 2014), which I developed in order to explain how the challenge of selecting an adequate option for action is facilitated by expertise as it helps to constrain the space of potential action options. Subsequently, the question is raised of how such a Sculpted Space of Actions influences an expert’s engagement with specific situations, like teaching students in a classroom setting. It will be argued that a well prepared expert—teacher or otherwise— is not only able to rely upon her routines but will at the same time be more perceptive and attentive to unforeseen events and actions, according to the recent cognitive neuroscientific theory of Predictive Processing. Integrating the theory of Predictive Processing with the Sculpted Space of Actions framework, I conclude that expertise contributes to adaptive and flexible responses to specific contexts, yet only if it is associated with explicit planning and articulation of situation specific intentions—the latter effectively putting the cognitive monster at rest for a while. (shrink)

Many models of cognitive ability and disability rely on the idea of cognition as abstract reasoning processes implemented in the brain. Research in cognitive science, however, emphasizes the way that our cognitive skills are embodied in our more basic capacities for sensing and moving, and the way that tools in the external environment can extend the cognitive abilities of our brains. This chapter addresses the implications of research in embodied cognition and extended cognition for how we think about cognitive (...) impairment and rehabilitation, how cognitive reserve mitigates neural impairment, and the distinction between medical and social models of disability. (shrink)

There are many philosophical problems surrounding experts, given the power and status accorded to them in society. We think that what makes someone an expert is having expertise in some skill domain. But what does expertise consist in, and how closely related is expertise to the notion of an expert? Although most of us have acquired several practical skills, few of us have achieved the level of expertise with regard to those skills. So we can be easily misled as to (...) the nature of expertise, since it differs significantly from earlier stages of skill acquisition. Furthermore, this potential for misleading characterizations of skills and expertise leads to philosophers implicitly working with different conceptions of skills. This can interfere with their attempts to solve related problems about experts. In this paper I inquire into the nature of expertise, by drawing on recent psychological research on skill acquisition and expert performance. In addition, I connect this research on expertise to the larger context of psychological research on human cognition, as it will illuminate some of the differing elements of expertise. This allows me to then critique philosophical accounts of expertise, by showing how they make unwarranted assumptions about skills and expertise. Finally, I note the ways in which being credited as an expert can diverge from the possession of expertise itself. This can help us resist some of the power dynamics involved with those deemed to be experts. (shrink)

According to cognitive psychologists, moral decision-making is a dual-process phenomenon involving two types of cognitive processes: explicit reasoning and implicit intuition. Moral development involves training and integrating both types of cognitive processes through a mix of instruction, practice, and reflection. Serious games are an ideal platform for this kind of moral training, as they provide safe spaces for exploring difficult moral problems and practicing the skills necessary to resolve them. In this article, we present Morality Play, a model for the (...) design of serious games for ethical expertise development based on the Integrative Ethical Education framework from moral psychology and the Lens of the Toy model for serious game design. (shrink)

These last decades, the many contributions to the literary output on science and religion have dealt with topics that are on the cutting edge of scientific discovery, topics mainly in the area of theoretical physics, cognitive science, and evolutionary biology. Philosophers of religion, responding to this trend, have therefore struggled with intricate arguments, and have often made use of the highly technical language of these sciences. The overall result was that truly original philosophical contributions, ones that present new perspectives regarding (...) this area, have been very rare. Of these few new research programs, one seems to be particularly promising, especially because of the way it has been throwing new light on how science relates to other disciplines. The originality of this research-area lies in the fact that it refers not to particular scientific discoveries, considered individually, but to the general dynamics of the practical side of science. The crucial concept is expertise, which involves the appeal to authority for the justification of arguments. Many people like to think that scientific knowledge is far from all this, that it is purely objective and that it floats way above the murky waters of subjectivism. Those who are directly involved in scientific practice however know that science is not so clean. Appeal to authority remains very much part of the natural sciences, whether we like it or not. Some philosophers have recently ventured into these somewhat dark caverns of scientific thought and practice, and the result of their work has become very significant. In this paper, I will first offer a brief overview of this philosophical work, and then explore how the new insights regarding scientific expertise and scientific appeal to authority can throw light not only on how science works but also on the issue of authoritative knowhow within the Church. To avoid getting lost within the dim world of abstract principles, I will focus on one particular concrete case, the one of Vatican astronomers. This is a particularly interesting case because this group’s complex role lies precisely at the intersection between theological and scientific expertise. (shrink)

From our everyday commuting to the gold medalist’s world-class performance, skillful actions are characterized by fine-grained, online agentive control. What is the proper explanation of such control? There are two traditional candidates: intellectualism explains skillful agentive control by reference to the agent’s propositional mental states; anti-intellectualism holds that propositional mental states or reflective processes are unnecessary since skillful action is fully accounted for by automatic coping processes. I examine the evidence for three psychological phenomena recently held to support anti-intellectualism and (...) argue that it supports neither traditional candidate, but an intermediate attention-control account, according to which the top-down, intention-directed control of attention is a necessary component of skillful action. Only this account recognizes both the role of automatic control in skilled action and the need for higher-order cognition to thread automatic processes together into a unified, skillful performance. This applies to bodily skillful action in general, from the world-class performance of experts to mundane, habitual action. The attention-control account stresses that, for intentions to play their role as top-down modulators of attention, agents must sustain the intention’s activation; hence, the need for reflecting throughout performance. (shrink)

I reflect on the commentaries on my ‘skill hypothesis’ from Andrews/westra, Tomasello, Sterelny, and Railton. I discuss the difference between normative cognition and the broader category of action-guiding representation, and I reflect on the relationship between joint intentionality and normative cognition. I then consider Sterelny and Railton’s variants on the skill hypothesis, which highlight some important areas where future evidence could help us refine the account: the relative importance of on-the-fly skill execution vs. longer-term strategizing, the relative importance of toolmaking (...) vs. collaborative foraging, and the question of whether norms are encoded in control models themselves or in the goals and ideals that our control models help us pursue. (shrink)

At least since Aristotle, practical skill has been thought to be a possible model for individual ethical development and action. Jonathan Birch’s ambitious proposal is that practical skill and tool-use might also have played a central role in the historical emergence and evolution of our very capacity for normative guidance. Birch argues that human acquisition of motor skill, for example in making and using tools, involves formation of an internal standard of correct performance, which serves as a basis (...) for normative guidance in skilled thought and action, and in the social transfer of skills. I suggest that evaluativemodeling, guidance, and learning play a more basic role in motor skill than standards of correctness as such-indeed, such standards can provide effective normative guidance thanks to being embedded within evaluative modeling and guidance. This picture better fits the evidence Birch cites of the flexibility, adaptability, and creativity of skills, and can support a generalized version of Birch’s ‘skill hypothesis’. (shrink)

Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For (...) Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes (AIR) approach?a differently nuanced model of expert skill aligned with the integrative spirit of the Noices? research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance. (shrink)

According to Hubert Dreyfus’s famous claim that expertise is fundamentally “mindless,” experts in any domain perform most effectively when their activity is automatic and unmediated by concepts or cognitive processes like attention and memory. While several scholars have recently challenged the plausibility of Dreyfus’s “mindless” account of expertise for explaining a wide range of expert activities, there has been little consideration of the one form of expertise which might be most amenable to Dreyfus’s account – namely, perceptual expertise. Indeed, Dreyfus’s (...) account of expert coping is ultimately an account of perceptual expertise, in that an expert’s intuitive situational responses are thought to rely on a sophisticated repertoire of perceptual skills. In this paper, I examine the feedforward model of sensory processing that Dreyfus uses to illustrate the perceptual underpinnings of expert action, and consider its resonance with psychological research that characterizes perceptual expertise as being automatic, holistic, pre-attentive, and non-cognitive in nature. However, citing competing empirical research, I argue instead that Dreyfus’s model of perceptual expertise cannot adequately explain the integral roles of attention, memory, and conceptual knowledge in expert object recognition. I conclude that the Dreyfusian model of perceptual expertise fails – the perceptual repertoire of skills that grounds expert object recognition is not operative in isolation from the expert’s conceptual repertoire. (shrink)

In the late summer of 1998, the authors, a cognitive scientist and a logician, started talking about the relevance of modern mathematical logic to the study of human reasoning, and we have been talking ever since. This book is an interim report of that conversation. It argues that results such as those on the Wason selection task, purportedly showing the irrelevance of formal logic to actual human reasoning, have been widely misinterpreted, mainly because the picture of logic current in psychology (...) and cognitive science is completely mistaken. We aim to give the reader a more accurate picture of mathematical logic and, in doing so, hope to show that logic, properly conceived, is still a very helpful tool in cognitive science. The main thrust of the book is therefore constructive. We give a number of examples in which logical theorizing helps in understanding and modeling observed behavior in reasoning tasks, deviations of that behavior in a psychiatric disorder (autism), and even the roots of that behavior in the evolution of the brain. (shrink)

Combinatorial behavior involves combining different elements into larger aggregates with meaning. It is generally contrasted with compositionality, which involves the combining of meaningful elements into larger constituents whose meaning is derived from its component parts. Combinatoriality is commonly considered a capacity found in primates and other animals, whereas compositionality often is considered uniquely human. Questioning the validity of this claim, this multidisciplinary special issue of the International Journal of Primatology unites papers that each study aspects of combinatoriality and compositionality found (...) in primate and bird communication systems, tool use, skills, and human language. The majority of authors conclude that compositionality is evolutionarily preceded by combinatoriality and that neither are uniquely human. This introduction briefly introduces readers to the major findings and issues raised by the contributors. -/- . (shrink)

Humans are cognitive entities. Our ongoing interactions with the environment are threaded with creations and usages of meaningful information. Animal life is also populated with meaningful information related to survival constraints. Information managed by artificial agents can also be considered as having meanings, as derived from the designer. Such perspective brings us to propose an evolutionary approach to cognition based on meaningful information management. We use a systemic tool, the Meaning Generator System (MGS), and apply it consecutively to animals, humans (...) and artificial agents [1, 2]. The MGS receives information from its environment and compares it with its constraint. The generated meaning is the connection existing between the received information and the constraint. It triggers an action aimed at satisfying the constraint. The action modifies the environment and the generated meaning. Meaning generation links agents to their environments. The MGS is a system: a set of elements linked by a set of relations. Any system submitted to a constraint and capable of receiving information can lead to a MGS. Animals, humans and robots are agents containing MGSs dealing with different constraints. Similar MGSs carrying different constraints will generate different meanings. Cognition is system dependent. Contrary to approaches on meaning generation based on psychology or linguistics, the MGS approach is not based on human mind. We want to avoid the circularity of taking human mind as a starting point. Free will and self-consciousness participate to the management of human meanings. They do not exist for animals or robots. Staying alive is a constraint that we share with animals. Robots ignore that constraint. We first use the MGS for animals with “stay alive” and “group life” constraints. The analysis of meaning and cognition in animals is however limited by our un-complete understanding of the nature of life (the question of final causes). Extending the analysis of meaning generation and cognition to humans is complex and has some true limitations as the nature of human mind is a mystery for today science and philosophy. The natures of our feelings, free will or self-consciousness are unknown. Approaches to identify human constraints are however possible, where the MGS can highlight some openings [3, 4]. Modeling meaning management in artificial agents is rather straightforward with the MGS. We, the designers, know the agents and the constraints. The derived nature of constraints, meaning and cognition is however to be highlighted. We define a meaningful representation of an item for an agent as being the networks of meanings relative to the item for the agent, with the action scenarios involving the item. Such meaningful representations embed the agents in their environments and are far from the GOFAI type of representations. Cognition, meanings and representations exist by and for the agents. We finish by summarizing the points presented here and highlight possible continuations . [1] “Information and Meaning” [2] “Introduction to a systemic theory of meaning” [3] “Computation on Information, Meaning and Representations. An Evolutionary Approach” [4] “Proposal for a shared evolutionary nature of language and consciousness”. (shrink)

Video-game play (particularly “action” video-games) holds exciting promise as an activity that may provide generalized enhancement to a wide range of perceptual and cognitive abilities (for review see Latham et al., 2013a). However, in this article we make the case that to assess accurately the effects of video-game play researchers must better characterize video-game experience and expertise. This requires a more precise and objective assessment of an individual's video-game history and skill level, and making finer distinctions between video-games that fall (...) under the umbrella of “action” games. Failure to consider these factors may partly be responsible for mixed findings (see Boot et al., 2011). (shrink)

Humans leverage material forms for unique cognitive purposes: We recruit and incorporate them into our cognitive system, exploit them to accumulate and distribute cognitive effort, and use them to recreate phenotypic change in new individuals and generations. These purposes are exemplified by writing, a relatively recent tool that has become highly adept at eliciting specific psychological and behavioral responses in its users, capability it achieved by changing in ways that facilitated, accumulated, and distributed incremental behavioral and psychological change between individuals (...) and generations. Writing is described here as a self-organizing system whose design features reflect points of maximal usefulness that emerged under sustained collective use of the tool. Such self-organization may hold insights applicable to human cognitive evolution and tool use more generally. Accordingly, this article examines the emergence of the ability to leverage material forms for cognitive purposes, using the tool-using behaviors and lithic technologies of ancestral species and contemporary non-human primates as proxies for matters like collective use, generational sustainment, and the non-teleological emergence of design features. (shrink)

The research aims to identify the trends of Palestinian higher educational institutions in Gaza Strip as learning organizations from the perspective of senior management in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) employees from (...) the Palestinian universities was selected and the recovery rate was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The study found the following results: There is an agreement about: the importance of the focus of "organizational structure" with an average approval, the importance of "technological infrastructure" axis with high approval, and the importance of "strategic" with an average approval. The results concluded that the study sample agree on the importance of "organizational dimension" highly. The results showed that the sample believe that the "strategic leadership" level in the universities got medium-approval. There is a fair level agreement about the axis of interest "teams / committees". There is an agreement about the importance of the "human dimension" moderately. The results showed that the sample is highly agreed about the importance of focus of the "knowledge management", and the focus of the "continuing education". They agreed weakly to somewhat about the importance of the focus of "scientific research", moderately agree about the importance of the center of "institutional culture", agree moderately on the importance of "cognitive dimension". The results showed that the sample largely agree on the importance of the focus of "strategic partnerships and alliances". They agree highly on the axis "keep up with the labor market" and on the focus of the importance of "technology incubators". The results showed that the sample moderately agree about the importance of the theme on "consulting and training", the importance of the focus of "social responsibility", and the focus of the "Community dimension". The study found a group of recommendations including: there is a need to provide suitable environment that achieve learning organizations. There is a need to develop the technological infrastructure (hardware, software, networks, databases, and human skills) because of the great advantages that they offer. The universities need to adopt knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments. The establishment of technology incubators in universities to adopt outstanding university research projects, to protect, to supports, and to market them; furthermore, to develop the capabilities and skills of employees in the field of information technology. (shrink)

Music is a universal human activity. Its evolution and its value as a cognitive resource are starting to come into focus. This chapter endeavors to give readers a clearer sense of the adaptive aspects of music, as well as the underlying cognitive and neural structures. Special attention is given to the important emotional dimensions of music, and an evolutionary argument is made for thinking of music as a prelinguistic embodied form of cognition—a form that is still available to us (...) as contemporary music creators and consumers. (shrink)