This series offers cognitive approaches to understanding perception, emotions, imagination, meaning-making, and the many other activities that constitute both the production and reception of literary texts and embodied performances. This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. It is no secret that most humanists have held fast to the idea that the mind is a blank slate. Not only has this metaphor been an article of intellectual faith, it has also underwritten a passionate moral agenda. If human beings have no inherent qualities, our political and social systems are contingent rather than fi xed. Intellectuals might be able to play an important role in exposing the byways of power and bringing about a fairer world. But evidence is rapidly piling up that humans are born with an elaborate cognitive architecture. The number of our innate qualities is staggering; human cognition is heavily constrained by genes and by our evolutionary past. It is now know that we are born with several core concepts and a capacity for developing a much larger number of cognitive capabilities under ecological pressure.Beyond that bold headline, however, the story gets murkier. Each of the mind sciences is fi lled with dissonant debates of their own. In her SERIES EDITO RS' PREFACE viii SERIES EDITORS' PREFACE magisterial investigation into the origin of concepts, Susan Carey writes that her goal "is to demonstrate that the disciplines of cognitive science now have the empirical and theoretical tools to turn age-old philosophical dilemmas into relatively straightforward problems." 1 Notice her sense of being on the verge rather than on some well-marked path. The terrain ahead is still unmapped. But notice, too, her sense that scientifi c methods will eventually transform fuzzy questions into testable ones.How brave, then, are language and performance scholars who, driven by their passion to understand how the mind works, seek to explore this new terrain? Brave, but inc...
