The rise of cognitive science in the 20th century

Figdor, Carrie

doi:10.4324/9780429508127-12

Cited by 5 publications

(2 citation statements)

References 51 publications

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“…We also read the Lama's (2005) account in The Universe in a Single Atom. Students also read about the history of cognitive science in the 20th century (Figdor 2018;Varela et al 2016). To expose the students to the prevalent physicalists and computational commitments of many cognitive scientists, students read about the alternative embodied model, which criticizes "cognitivism" as outlined by Varela, Thompson, and Rosch. Discussing consciousness led us seamlessly to another shared concern, that of a "self" or a "person".…”

Section: Outline Of the Course's Contentmentioning

confidence: 99%

Buddhism and Cognitive Sciences in Dialogue: Pedagogical Reflections on Teaching across Disciplines

Aviv

Spires

2021

Religions

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In this essay, we, a professor and a student, share our experience of teaching and learning in a class on Buddhism and cognitive science at George Washington University. Our goal is not to argue for one approach over others, but to present a guide on this particular class experience. We offer a description of the course and deliberate on the complexities related to the subject matter. Using empirical data from a survey conducted after the commencement of the course, we reflect on the strengths and weaknesses of the class and how it could improve. This essay provides a possible template for other faculty members interested in teaching a similar course to extend the dialogue to a new generation of young scholars.

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Section: Outline Of the Course's Contentmentioning

confidence: 99%

Buddhism and Cognitive Sciences in Dialogue: Pedagogical Reflections on Teaching across Disciplines

Aviv

Spires

2021

Religions

View full text Add to dashboard Cite

show abstract

“…In the early 20 th century, the nascent field of experimental psychology was revolutionised by a behaviourist programme that confined itself to the investigation of observable activity (Lashley, 1923;Watson, 1919). Within a generation, behaviourism was itself the target of a counter-revolutionone which sought to rehabilitate the scientific propriety of mentalistic explanations through formal notions of computation and information processing (Aspray, 1985;Figdor, 2019). The early successes of this 'information processing paradigm' presaged the widespread institutionalisation of cognitive science in the decades that followed (Bechtel et al, 1998;Miller, 2003).…”

Section: Introductionmentioning

confidence: 99%

Body as first teacher: The role of rhythmic visceral dynamics in early cognitive development

Corcoran¹,

Perrykkad²,

Feuerriegel³

et al. 2023

Preprint

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Embodied cognition – the idea that mental states and processes should be understood in relation to one’s bodily constitution and interactions with the world – remains a controversial topic in the cognitive sciences. Recently, however, increasing interest in predictive processing theories amongst proponents and critics of embodiment alike has raised hopes of a reconciliation. This article sets out to appraise the unificatory potential of predictive processing, focusing in particular on embodied formulations of active inference. Our analysis suggests that most active inference accounts invoke weak, potentially trivial conceptions of embodiment; those making stronger claims do so independently of the theoretical commitments of the active inference framework. We suggest that a more compelling version of embodied active inference can be motivated by adopting a diachronic perspective on the way rhythmic physiological activity shapes neural development in utero. According to this visceral afferent training hypothesis, early-emerging physiological processes are essential not only for supporting the biophysical development of neural structures, but also for configuring the cognitive architecture these structures entail. Focusing in particular on the cardiovascular system, we propose three candidate mechanisms through which visceral afferent training might operate: (i) activity-dependent neuronal development, (ii) periodic signal modelling, and (iii) oscillatory network co-ordination.

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Rethinking Turing’s Test and the Philosophical Implications

Proudfoot

2020

Minds & Machines

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In the 70 years since Alan Turing's 'Computing Machinery and Intelligence' appeared in Mind, there have been two widely-accepted interpretations of the Turing test: the canonical behaviourist interpretation and the rival inductive or epistemic interpretation. These readings are based on Turing's Mind paper; few seem aware that Turing described two other versions of the imitation game. I have argued that both readings are inconsistent with Turing's 1948 and 1952 statements about intelligence, and fail to explain the design of his game. I argue instead for a response-dependence interpretation (Proudfoot 2013). This interpretation has implications for Turing's view of free will: I argue that Turing's writings suggest a new form of free will compatibilism, which I call response-dependence compatibilism (Proudfoot 2017a). The philosophical implications of rethinking Turing's test go yet further. It is assumed by numerous theorists that Turing anticipated the computational theory of mind. On the contrary, I argue, his remarks on intelligence and free will lead to a new objection to computationalism.

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The rise of cognitive science in the 20th century

Cited by 5 publications

References 51 publications

Buddhism and Cognitive Sciences in Dialogue: Pedagogical Reflections on Teaching across Disciplines

Buddhism and Cognitive Sciences in Dialogue: Pedagogical Reflections on Teaching across Disciplines

Body as first teacher: The role of rhythmic visceral dynamics in early cognitive development

Rethinking Turing’s Test and the Philosophical Implications

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