This commentary makes three points: (1) There may be no clear-cut distinction between emotion and appraisal “constituents” at neural and psychological levels. (2) The microdevelopment of an emotional interpretation contains a complex microdevelopment of affect. (3) Neurophenomenology is a promising research program for testing Lewis’s hypotheses about the neurodynamics of emotion-appraisal amalgams.

We address the claim that nonhuman animals do not represent unobservable states, based on studies of physical cognition by rooks and social cognition by scrub-jays. In both cases, the most parsimonious explanation for the results is counter to the reinterpretation hypothesis. We suggest that imagination and prospection can be investigated in animals and included in models of cognitive architecture.

The paper explores the distinction between two doctrines, both of which inform theory construction in much of modern cognitive psychology: the representational theory of mind and the computational theory of mind. According to the former, propositional attitudes are to be construed as relations that organisms bear to mental representations. According to the latter, mental processes have access only to formal (nonsemantic) properties of the mental representations over which they are defined. The following claims are defended: (1) That the traditional dispute between “rational” and “naturalistic” psychology is plausibly viewed as an argument about the status of the computational theory of mind. Rational psychologists accept a formality condition on the specification of mental processes; naturalists do not. (2) That to accept the formality condition is to endorse a version of methodological solipsism. (3) That the acceptance of some such condition is warranted, at least for that part of psychology which concerns itself with theories of the mental causation of behavior. This is because: (4) such theories require nontransparent taxonomies of mental states; and (5) nontransparent taxonomies individuate mental states without reference to their semantic properties. Equivalently, (6) nontransparent taxonomies respect the way that the organism represents the object of its propositional attitudes to itself, and it is this representation which functions in the causation of behavior. The final section of the paper considers the prospect for a naturalistic psychology: one which defines its generalizations over relations between mental representations and their environmental causes, thus seeking to account for the semantic properties of propositional attitudes. Two related arguments are proposed, both leading to the conclusion that no such research strategy is likely to prove fruitful.

The notion of an enactive system requires thinking about the brain in a way that is different from the standard computational-representational models. In evolutionary terms, the brain does what it does and is the way that it is, across some scale of variations, because it is part of a living body with hands that can reach and grasp in certain limited ways, eyes structured to focus, an autonomic system, an upright posture, etc. coping with specific kinds of environments, and with other people. Changes to any of the bodily, environmental, or intersubjective conditions elicit responses from the system as a whole. On this view, rather than representing or computing information, the brain is better conceived as participating in the action.

The notion of an enactive system requires thinking about the brain in a way that is different from the standard computationalrepresentational models. In evolutionary terms, the brain does what it does and is the way that it is, across some scale of variations, because it is part of a living body with hands that can reach and grasp in certain limited ways, eyes structured to focus, an autonomic system, an upright posture, etc. coping with specific kinds of environments, and with other people. Changes to any of the bodily, environmental, or intersubjective conditions elicit responses from the system as a whole. On this view, rather than representing or computing information, the brain is better conceived as participating in the action.

Bindra’s proposal is still an attempt at “minor revision” that does not get away from the traditional tenet that living organisms are passive receivers of stimuli to which they react according to pseudo-mechanical principles A detailed analysis of what is covered by the term “gnostic organization” would, I believe, reveal the indispensability of induction and of inductively built-up representations of desirable and undesirable states and events that can then serve as goals in the assembly of adaptively modifiable behaviors

Key words: cognition, cybernetics, feedback

Key words: cognition

While color realism is endorsed, Byrne & Hilbert’s (B&H’s) case for it stretches the notion of “physical property” beyond acceptable bounds. It is argued that a satisfactory account of color should do much more to respond to antirealist intuitions that flow from the specificity of color experience, and a pointer to an approach that does so is provided.

Abstract: Many current neurophysiological, psychophysical, and psychological approaches to vision rest on the idea that when we see, the brain produces an internal representation of the world. The activation of this internal representation is assumed to give rise to the experience of seeing. The problem with this kind of approach is that it leaves unexplained how the existence of such a detailed internal representation might produce visual consciousness. An alternative proposal is made here. We propose that seeing is a way of acting. It is a particular way of exploring the environment. Activity in internal representations does not generate the experience of seeing. The outside world serves as its own, external, representation. The experience of seeing occurs when the organism masters what we call the governing laws of sensorimotor contingency. The advantage of this approach is that it provides a natural and principled way of accounting for visual consciousness, and for the differences in the perceived quality of sensory experience in the different sensory modalities. Several lines of empirical evidence are brought forward in support of the theory, in particular: evidence from experiments in sensorimotor adaptation, visual “filling in,” visual stability despite eye movements, change blindness, sensory substitution, and color perception. Relevance: action; change blindness; consciousness; experience; perception; qualia; sensation; sensorimotor.

How do minds emerge from developing brains? According to “neural constructivism,” the representational features of cortex are built from the dynamic interaction between neural growth mechanisms and environmentally derived neural activity. Contrary to popular selectionist models that emphasize regressive mechanisms, the neurobiological evidence suggests that this growth is a progressive increase in the representational properties of cortex. The interaction between the environment and neural growth results in a flexible type of learning: “constructive learning” minimizes the need for prespecification in accordance with recent neurobiological evidence that the developing cerebral cortex is largely free of domain-specific structure. Instead, the representational properties of cortex are built by the nature of the problem domain confronting it. This uniquely powerful and general learning strategy undermines the central assumption of classical learnability theory, that the learning properties of a system can be deduced from a fixed computational architecture. Neural constructivism suggests that the evolutionary emergence of neocortex in mammals is a progression toward more flexible representational structures, in contrast to the popular view of cortical evolution as an increase in innate, specialized circuits. Human cortical postnatal development is also more extensive and protracted than generally supposed, suggesting that cortex has evolved so as to maximize the capacity of environmental structure to shape its structure and function through constructive learning.

Key words: cognitive development, constructivism, evolution, learnability, mathematical learning theory, neural development, selectionism