<p>This series will include monographs and collections of studies devoted to the investigation and exploration of knowledge, information, and data-processing systems of all kinds, no matter whether human. (other) animal, or machine. Its scope is intended to span the full range of interests from clas
The Body in Mind: Understanding Cognitive Processes
✍ Scribed by Mark Rowlands
- Publisher
- Cambridge University Press
- Year
- 1999
- Tongue
- English
- Leaves
- 282
- Series
- Cambridge Studies in Philosophy
- Category
- Library
No coin nor oath required. For personal study only.
✦ Synopsis
In this book, Mark Rowlands challenges the Cartesian view of the mind as a self-contained monadic entity, and offers in its place a radical externalist or environmentalist model of cognitive processes. Drawing on both evolutionary theory and a detailed examination of the processes involved in perception, memory, thought and language use, Rowlands argues that cognition is, in part, a process whereby creatures manipulate and exploit relevant objects in their environment. This innovative book provides a foundation for an unorthodox but increasingly popular view of the nature of cognition.
✦ Table of Contents
Cover......Page 1
Half-title......Page 3
Series-title......Page 6
Title......Page 7
Copyright......Page 8
Contents......Page 9
Preface......Page 11
1.1 TWO PROJECTS AND A PICTURE......Page 13
1.2 PICTURE AS MYTHOLOGY......Page 20
1.3 SUBVERTING MYTHOLOGY......Page 24
PART I Psychotectonics......Page 31
2 Introduction to Part I: ‘Don’t work hard, work smart’......Page 33
ENVIRONMENTALISM......Page 34
ENVIRONMENTALISM defended by appeal to MANIPULATION THESIS......Page 36
3.1 INTERNALISM, EXTERNALISM, AND ENVIRONMENTALISM......Page 43
3.2 PHILOSOPHICAL EXTERNALISM......Page 44
Putnam’s twin earth case......Page 45
Burge’s counterfactual case......Page 46
Indexicals......Page 47
3.3 PHILOSOPHICAL EXTERNALISM AND THE EPISTEMOLOGICAL CLAIM......Page 48
3.4 PHILOSOPHICAL EXTERNALISM AND THE ONTOLOGICAL CLAIM......Page 55
3.5 ENVIRONMENTALISM AND BEHAVIOURISM......Page 59
Behaviourism and reductionism......Page 60
Behaviourism and inner processes......Page 64
Wide and narrow behaviour......Page 65
3.6 MILLIKAN’S THEORY......Page 67
3.7 THE VIEW......Page 73
4 Environmentalism and evolution......Page 76
4.1 THE CONCEPT OF EVOLUTIONARY COST......Page 78
4.2 EVOLUTIONARY COST AND ENVIRONMENTAL MANIPULATION......Page 86
4.3 BARKING DOGS AND THE NOT SO OBVIOUS......Page 91
4.4 THE ‘MANIPULATE THE ENVIRONMENT’ STRATEGY AT WORK......Page 94
4.5 OBJECTIONS AND REPLIES......Page 103
4.6 BD, NOC, AND COGNITIVE PROCESSES......Page 107
4.7 THE IRRELEVANCE OF EXAPTATION......Page 109
5 Perception......Page 112
5.1 CARTESIAN APPROACHES TO VISUAL PERCEPTION......Page 115
5.2 VISUAL PERCEPTION AND THE EPISTEMOLOGICAL CLAIM......Page 118
5.3 VISUAL PERCEPTION AND THE ONTOLOGICAL CLAIM......Page 125
6.1 THE MODEL......Page 131
6.2 VARIETIES OF REMEMBERING......Page 135
6.3 THE DEVELOPMENT OF SEMANTIC MEMORY......Page 138
6.4 EXTERNAL REPRESENTATION AND SEMANTIC MEMORY......Page 141
6.5 EXTERNAL INFORMATION STORES IN ORAL TRADITIONS......Page 149
6.6 AN ANALOGY......Page 154
6.7 THE ENVIRONMENTALIST CONCEPT OF WORKING MEMORY......Page 156
7 Thought......Page 160
7.1 THE SYMBOLIC PARADIGM......Page 162
7.2 PATTERN MAPPING AND PROCEDURAL KNOWLEDGE......Page 168
7.3 PATTERN MAPPING, PROCEDURES, AND THE ‘MANIPULATE THE ENVIRONMENT’ STRATEGY......Page 173
8 Language......Page 184
8.1 FODOR AND PYLYSHYN’S CASE AGAINST CONNECTIONISM......Page 185
8.2 CONNECTIONISM AND THE MANIPULATION OF EXTERNAL LINGUISTIC STRUCTURES......Page 189
8.3 THE INTERNAL COMPONENT: ELMAN’S NET......Page 194
Phasing the training......Page 196
Phasing the memory......Page 198
8.4 THE ENVIRONMENTAL COMPONENT I: PHASED MEMORY......Page 200
8.5 THE ENVIRONMENTAL COMPONENT II: PHASED TRAINING......Page 202
Four phases of language acquisition......Page 203
The prelinguistic phase......Page 204
The indicational phase......Page 207
The transitional phase......Page 209
PART II Psychosemantics......Page 215
9.1 THE NEED FOR A THEORY OF REPRESENTATION......Page 217
9.2 THE PLACE OF A THEORY OF REPRESENTATION......Page 220
10.1 INFORMATIONAL THEORIES OF REPRESENTATION......Page 224
10.2 PROBLEMS FOR INFORMATIONAL ACCOUNTS OF REPRESENTATION......Page 227
The problem of intensionality......Page 228
The problem of misrepresentation......Page 230
The problem of indeterminacy......Page 232
10.3 THE TELEOLOGICAL THEORY OF REPRESENTATION......Page 236
10.4 TELEOLOGICAL SEMANTICS AND THE PROBLEM OF MISREPRESENTATION......Page 239
11 Environmentalism and teleological semantics......Page 242
11.1 THE PROBLEM OF INDETERMINACY......Page 243
11.2 THE PROBLEM OF TRANSPARENCY......Page 247
11.3 REPRESENTATION, ACTION, AND THE CONCEPT OF AN AFFORDANCE......Page 248
11.4 ORGANISMIC AND ALGORITHMIC PROPER FUNCTIONS......Page 250
11.5 ORGANISMS, ALGORITHMS, AND THE PROBLEM OF INDETERMINACY......Page 256
11.6 THE PROBLEM OF TRANSPARENCY REVISITED......Page 260
11.7 COMPARISON WITH MILLIKAN......Page 261
11.8 STIMULUS-BASED AND BENEFIT-BASED ACCOUNTS OF REPRESENTATION......Page 266
11.9 CONCLUSION......Page 269
References......Page 270
Index......Page 279
📜 SIMILAR VOLUMES
<b>The <i>New York Times </i>bestseller -- "practical, easy to understand, and based on solid research that you can trust...an inspiring exploration of what it means to be fully human" (Andrew Weil, MD)<br /><br /></b>Based on Dr. Borysenko's groundbreaking work nearly thirty years ago at the Mind/B
The goal of computational cognitive neuroscience is to understand how the brain embodies the mind by using biologically based computational models comprising networks of neuronlike units. This text, based on a course taught by Randall O'Reilly and Y
The goal of computational cognitive neuroscience is to understand how the brain embodies the mind by using biologically based computational models comprising networks of neuronlike units. This text, based on a course taught by Randall O'Reilly and Y
<p><span>Health Psychology: Understanding the Mind-Body Connection </span><span>introduces students to the story of health psychology through clear connections between the science and the real world. Using a highly accessible writing style, author Catherine A. Sanderson employs a strong emphasis on