The application of Aristotle's philosophy of mind to theories in developmental psychology

1990 ◽  
Author(s):  
Albert Silverstein
Keyword(s):  
Philosophy Of Mind ◽  
Developmental Psychology

Unconscious Fantasy and The Priming Phenomenon

2017 ◽  
Vol 65 (2) ◽  
pp. 195-219 ◽  
Author(s):  
Anne Erreich
Keyword(s):  
Philosophy Of Mind ◽  
Subjective Experience ◽  
Developmental Psychology ◽  
Procedural Memory ◽  
Time Data ◽  
The Past ◽  
Unconscious Fantasy ◽  
Common Parlance ◽  
The Mind ◽  
Theoretical Pluralism

This paper is the third in a series of investigations into (1) the nature and development of unconscious fantasy, (2) its place in a contemporary model of mind that, parenthetically, suggests a possible solution to the problem of theoretical pluralism, and (3) its mode of operation in the mind. The aim of these investigations is to update the notion of unconscious fantasy, an indispensable construct in psychoanalytic theories that assume out-of-awareness mentation, and to situate that construct within contemporary views of mental functioning in disciplines such as philosophy of mind, cognitive science, and developmental psychology. At the same time, data accessible only through psychoanalytic work challenge these fields with findings that indicate the need for further investigation. This paper argues that experimental evidence on the phenomenon of “priming” lends support to one of the seminal claims in our field, one frequently attacked as an outmoded shibboleth: that is, that the past matters, whether encoded in declarative or in procedural memory. In common parlance, we are “primed” to respond to some situations in predetermined ways; the past primes us to experience the present in often unique and personal ways. There is evidence too that the priming mechanism and the encoding of subjective experience in declarative and procedural memory operate from very early in life.

Aesthetics and Cognitive Science

2009 ◽  
Author(s):  
Gregory Currie
Keyword(s):  
Social Psychology ◽  
Natural History ◽  
Cognitive Science ◽  
Philosophy Of Mind ◽  
Developmental Psychology ◽  
Moral Character ◽  
Human Psychology ◽  
Human Motivation ◽  
History Of ◽  
The Subject

The subject of this article is the connection between art and all those aspects of mind that have, to some degree, an empirical side. It covers results in neuropsychology and neuroscience, in cognitive and developmental psychology, as well as in various parts of the philosophy of mind. This article, however, ignores questions about the natural history of our mental capacities. To the extent that art has human psychology as its subject, there must be potential for conflict with the sciences of mind. As philosophers have recently noted, results in social psychology challenge our ordinary conception of human motivation, suggesting that moral character either does not exist at all or plays an insignificant role in shaping behaviour.

scholarly journals Elizabeth Hamilton's Scottish Associationism: Early Nineteenth-Century Philosophy of Mind

2019 ◽  
Vol 5 (3) ◽  
pp. 267-285
Author(s):  
SAMIN GOKCEKUS
Keyword(s):  
Nineteenth Century ◽  
Philosophy Of Mind ◽  
Developmental Psychology ◽  
Future Research ◽  
Early Nineteenth Century ◽  
Faculty Psychology ◽  
Close Observation ◽  
Nuanced Understanding ◽  
The Mind ◽  
The Way

AbstractThis article compares early nineteenth-century English and Scottish theories of the mind and the way that it develops to findings in today's developmental psychology and neuroscience through a close observation of the work of Elizabeth Hamilton (1756–1816). Hamilton was a Scottish writer and philosopher who produced three pedagogical works in her lifetime, consisting of her carefully formulated philosophy of mind and practical suggestions to caretakers and educators. Although Hamilton has received relatively little attention in modern philosophical literature, her understanding of the mind and the way it develops—based on her nuanced understanding of associationism and Scottish faculty psychology—is overwhelmingly supported by empirical findings today. In addition to utilizing Hamilton's work for the sake of understanding early nineteenth-century philosophy of mind, I argue that a large portion of Hamilton's work should be used to inform future research programs, early caregiving guides, and educational methods.

scholarly journals Essentialism, Externalism, and Human Nature

2012 ◽  
Vol 70 ◽  
pp. 29-51
Author(s):  
M.J. Cain
Keyword(s):  
Cognitive Science ◽  
Human Nature ◽  
Philosophy Of Mind ◽  
Developmental Psychology ◽  
Culturally Specific ◽  
Scientific Education ◽  
Psychological Essentialism ◽  
Philosophical Significance ◽  
The Relationship

Psychological essentialism is a prominent view within contemporary developmental psychology and cognitive science according to which children have an innate commitment to essentialism. If this view is correct then a commitment to essentialism is an important aspect of human nature rather than a culturally specific commitment peculiar to those who have received a specific philosophical or scientific education. In this article my concern is to explore the philosophical significance of psychological essentialism with respect to the relationship between the content of our concepts and thoughts and the nature of the extra-cranial world. I will argue that, despite first appearances, psychological essentialism undermines a form of externalism that has become commonplace in the philosophy of mind and language.

scholarly journals A Hybrid Human-Neurorobotics Approach to Primary Intersubjectivity via Active Inference

2020 ◽  
Vol 11 ◽  
Author(s):  
Hendry F. Chame ◽  
Ahmadreza Ahmadi ◽  
Jun Tani
Keyword(s):  
Social Cognition ◽  
Philosophy Of Mind ◽  
Cognitive Skills ◽  
Cognitive Rehabilitation ◽  
Developmental Psychology ◽  
Science Research ◽  
Dyadic Interaction ◽  
Active Inference ◽  
Demonstration Program ◽  
Energy Principle

Interdisciplinary efforts from developmental psychology, phenomenology, and philosophy of mind, have studied the rudiments of social cognition and conceptualized distinct forms of intersubjective communication and interaction at human early life. Interaction theorists consider primary intersubjectivity a non-mentalist, pre-theoretical, non-conceptual sort of processes that ground a certain level of communication and understanding, and provide support to higher-level cognitive skills. We argue the study of human/neurorobot interaction consists in a unique opportunity to deepen understanding of underlying mechanisms in social cognition through synthetic modeling, while allowing to examine a second person experiential (2PP) access to intersubjectivity in embodied dyadic interaction. Concretely, we propose the study of primary intersubjectivity as a 2PP experience characterized by predictive engagement, where perception, cognition, and action are accounted for an hermeneutic circle in dyadic interaction. From our interpretation of the concept of active inference in free-energy principle theory, we propose an open-source methodology named neural robotics library (NRL) for experimental human/neurorobot interaction, wherein a demonstration program named virtual Cartesian robot (VCBot) provides an opportunity to experience the aforementioned embodied interaction to general audiences. Lastly, through a study case, we discuss some ways human-robot primary intersubjectivity can contribute to cognitive science research, such as to the fields of developmental psychology, educational technology, and cognitive rehabilitation.

Sociocultural memory development research drives new directions in gadgetry science

2019 ◽  
Vol 42 ◽  
Author(s):  
Penny Van Bergen ◽  
John Sutton
Keyword(s):  
Episodic Memory ◽  
Autobiographical Memory ◽  
Developmental Psychology ◽  
Cross Cultural ◽  
Memory Development ◽  
Development Research ◽  
Cultural Research ◽  
New Directions ◽  
Cross Cultural Research

Abstract Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.

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