Attacking the Bounds of Cognition

Menary, Richard

doi:10.1080/09515080600690557

Cited by 137 publications

(92 citation statements)

References 17 publications

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“…Recent analyses have brought to the fore that such devices should not be understood, as used to be the case, as merely external stand-ins for already existing purely internal processes (Clark, 2003;Menary, 2006Menary, , 2007. Rather, METs provide means of expanding cognition in ways that would have been impossible without them.…”

Section: Beyond Dominance and Deference: Sensory Substitution As Percmentioning

confidence: 99%

“…A second interpretation of METs has been proposed according to which METs do transform cognition in a qualitative way (Clark, 2003;Menary, 2006Menary, , 2007. Novel tools not only facilitate established cognitive processes; they can also allow for the appearance of novel cognitive operations, which simply would have been impossible without them.…”

Section: Beyond Dominance and Deference: Sensory Substitution As Percmentioning

confidence: 99%

“…Rather, we will argue that SSDs transform and extend our perceptual capacities. Following Auvray and her colleagues (Auvray et al, 2007a), Lenay and his colleagues (Lenay, Gapenne, Hanneton, Marque, & Genouëlle, 2003), and congruent with a broader view on cognitive enhancement through external devices (e.g., Clark, 2003;Menary, 2006Menary, , 2007, we thus propose that we should speak of sensory extension, supplementation, or transformation, rather than substitution.…”

Section: Introductionmentioning

confidence: 99%

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Perception With Compensatory Devices: From Sensory Substitution to Sensorimotor Extension

Auvray¹,

Myin

2009

Cognitive Science

114

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Sensory substitution devices provide through an unusual sensory modality (the substituting modality, e.g., audition) access to features of the world that are normally accessed through another sensory modality (the substituted modality, e.g., vision). In this article, we address the question of which sensory modality the acquired perception belongs to. We have recourse to the four traditional criteria that have been used to define sensory modalities: sensory organ, stimuli, properties, and qualitative experience (Grice, 1962), to which we have added the criteria of behavioral equivalence (Morgan, 1977), dedication (Keeley, 2002), and sensorimotor equivalence (O'Regan & Noë, 2001). We discuss which of them are fulfilled by perception through sensory substitution devices and whether this favors the view that perception belongs to the substituting or to the substituted modality. Though the application of a number of criteria might be taken to point to the conclusion that perception with a sensory substitution device belongs to the substituted modality, we argue that the evidence leads to an alternative view on sensory substitution. According to this view, the experience after sensory substitution is a transformation, extension, or augmentation of our perceptual capacities, rather than being something equivalent or reducible to an already existing sensory modality. We develop this view by comparing sensory substitution devices to other ''mind-enhancing tools'' such as pen and paper, sketchpads, or calculators. An analysis of sensory substitution in terms of mind-enhancing tools unveils it as a thoroughly transforming perceptual experience and as giving rise to a novel form of perceptual interaction with the environment.

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Section: Beyond Dominance and Deference: Sensory Substitution As Percmentioning

confidence: 99%

Section: Beyond Dominance and Deference: Sensory Substitution As Percmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perception With Compensatory Devices: From Sensory Substitution to Sensorimotor Extension

Auvray¹,

Myin

2009

Cognitive Science

114

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“…Developing research programmes in distributed cognition and the extended mind are being tested and applied in disciplines ranging from science studies (Giere, 2002) to cognitive archaeology (Knappett, 2005), computer-supported cooperative work (Halverson, 2002), and Shakespeare studies (Tribble, 2005). Philosophical defenses of the extended mind (Clark & Chalmers, 1998;Rowlands, 1999;Wilson, 2004) have generated a robust, critical, ongoing debate about the conceptual foundations of the approach (Adams & Aizawa, 2001Clark, in press;Menary, 2006;Rupert, 2004).…”

Section: Introductionmentioning

confidence: 99%

A conceptual and empirical framework for the social distribution of cognition: The case of memory

Barnier

Sutton

Harris

et al. 2008

Cognitive Systems Research

160

138

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In this paper, we aim to show that the framework of embedded, distributed, or extended cognition offers new perspectives on social cognition by applying it to one specific domain: the psychology of memory. In making our case, first we specify some key social dimensions of cognitive distribution and some basic distinctions between memory cases, and then describe stronger and weaker versions of distributed remembering in the general distributed cognition framework. Next, we examine studies of social influences on memory in cognitive psychology, and identify the valuable concepts and methods to be extended and embedded in our framework; we focus in particular on three related paradigms: transactive memory, collaborative recall, and social contagion. Finally, we sketch our own early studies of individual and group memory developed within our framework of distributed cognition, on social contagion of autobiographical memories, collaborative flashbulb memories, and memories of high school at a high school reunion. We see two reciprocal benefits of this conceptual and empirical framework to social memory phenomena: that ideas about distributed cognition can be honed against and tested with the help of sophisticated methods in the social-cognitive psychology of memory; and conversely, that a range of social memory phenomena that are as yet poorly understood can be approached afresh with theoretically motivated extensions of existing empirical paradigms.

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“…From the initial feelers tentatively extended within externalist philosophy in the nineteen-eighties, a number of new theoretical frameworks have arisen such as, extended cognition (Clark, 1997(Clark, , 2001(Clark, , 2008Wheeler, 2005;Rowlands, 2009Rowlands, , 2010Menary, 2006Menary, , 2010and Manzotti, 2006), embodied cognition (Shapiro, 2010;Chemero, 2009;Rowlands, 1999;Anderson, 2003;Chiel & Beer, 1997;Lakoff & Johnson, 1980;Johnson, 1987) and enactive cognition (Varela, Thompson & Rosch, 1991;Maturana & Varela, 1980;Thompson & Stapelton, 2009;Thompson, 2007;Stewart, Gappene & di Paolo (eds. ), 2010;Noë, 2009;& di Paolo, 2009) (list taken from Malafouris, 2013, pp.…”

Section: -43)mentioning

confidence: 99%

A Walk in the Park: Considering Practice for Outdoor Environmental Education Through an Immanent Take on the Material Turn

Mcphie

Clarke²

2015

The Journal of Environmental Education

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This paper considers practice for environmental education from the perspective of the material turn by taking the reader along on an outdoor learning session in a park. We present a fictional walk where we encounter plants, trees, wasp-orchids, stones, walking sticks, plastic bags, people, weather and kites: each of which has a story to tell that demonstrates ontological immanence and the material process of being alive. These stories help suggest some practical ways in which environmental education can be re-oriented from an essentialist paradigm to one of becoming, tackling prevailing conceptions of the human mind as disembodied from the world.

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Attacking the Bounds of Cognition

Cited by 137 publications

References 17 publications

Perception With Compensatory Devices: From Sensory Substitution to Sensorimotor Extension

Perception With Compensatory Devices: From Sensory Substitution to Sensorimotor Extension

A conceptual and empirical framework for the social distribution of cognition: The case of memory

A Walk in the Park: Considering Practice for Outdoor Environmental Education Through an Immanent Take on the Material Turn

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