Toggle navigation
CEPA.INFO
FAQ
BROWSE
Authors
Constructivist Approaches
Background Disciplines
Reading Lists
Latest Fulltext Additions
LOGIN
Search Results
Publications Found:
259
·
Show All Abstracts
·
Highlight Matches
Search CEPA
» Help with Search
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????????????????????????????????????????????????????????????????????????????????????????????????????????????? ORDER BY 3989
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????) ORDER BY 7543
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????' ORDER BY 4180
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????') ORDER BY 4953
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????' ORDER BY 7206
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????????????????????????????????????????????????????????????????????????????????????????????????????????????? ORDER BY 8748
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f�������������������������������������������������������������������������������������������������������������������������������������������������������������B
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f���������������������������������������������������������������������������������������������������������������������������������������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/????????????????????????????????????????????????????????????????????????????????????????????????????????????? ORDER BY 3989#
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????' ORDER BY 4180#
By default, Find returns all publications that contain the words in the surnames of their author, in their titles, or in their years. For example,
Maturana
finds all publications authored by Maturana and publications that have "Maturana" in their title
Maturana 1974
finds all publications authored by Maturana in 1974
You can directly search for a reference by copy-pasting it. For example,
Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
Unless a word (or phrase) if prefixed with a minus (-) it must be present in all results. Examples:
Glasersfeld Varela
shows all publications Ernst von Glasersfeld and Francisco Varela wrote together.
Glasersfeld "Jean Piaget"
finds all publications with
Glasersfeld
and
Jean Piaget
in it.
Prefix with
-
to indicate that this word must not be present in any result:
cognition -biology
will find entries that have
cognition
in the title but not
biology
.
Enter the surname of an author and a year to find all publications the author wrote in that year:
Glasersfeld 1995
presents all publications Ernst von Glasersfeld published in 1995.
Use
*
to match any characters:
constructivis*
matches constructivism and constructivist.
Enclose phrases between double quotes
"
to force phrase search:
"biology of cognition"
lists only the publications containing this phrase. Without the double quotes it will return all publications containing "biology" and all publications containing "cognition".
All the searches above match author names, titles and years. You can also address single fields:
author:glasersfeld title:reality
shows publications von Glasersfeld wrote on reality;
abstract:second-order
searches all abstracts for "second-order";
editor:Watzlawick
finds all books edited by Watzlawick.
Note there is no space after the colon.
Attention: Words of three letters and less are ignored.
"Not one, not two"
will return no result although there is
Varela's paper
of this title.
Abramova E., Slors M. & van Rooij I. (2017) Enactive mechanistic explanation of social cognition. In: Proceedings of the 39th Annual Conference of the Cognitive Science Society. Cognitive Science Society, Austin TX: 45–50. https://cepa.info/5795
Abramova E.
,
Slors M.
&
van Rooij I.
(
2017
)
Enactive mechanistic explanation of social
cognition
.
In:
Proceedings of the 39th Annual Conference of the Cognitive Science Society
. Cognitive Science Society, Austin TX: 45–50.
Fulltext at https://cepa.info/5795
Copy Citation
In this paper we examine an enactive approach to social cog- nition, a species of radical embodied
cognition
typically pro- posed as an alternative to traditional cognitive science. Ac- cording to enactivists, social
cognition
is best explained by reference to the social unit rather than the individuals that par- ticipate in it. We identify a methodological problem in this approach, namely a lack of clarity with respect to the model of explanation it adopts. We review two complaints about a mechanistic explanatory framework, popular in traditional cognitive science, that prevent enactivists from embracing it. We argue that these complaints are unfounded and propose a conceptual model of enactive mechanistic explanation of so- cial
cognition
.
Key words:
enactivism
,
social cognition
,
mechanistic expla- nation
Adams F. & Aizawa K. (2001) The bounds of cognition. Philosophical Psychology 14(1): 43–64. https://cepa.info/6680
Adams F.
&
Aizawa K.
(
2001
)
The bounds of
cognition
.
Philosophical Psychology
14(1): 43–64.
Fulltext at https://cepa.info/6680
Copy Citation
Recent work in cognitive science has suggested that there are actual cases in which cognitive processes extend in the physical world beyond the bounds of the brain and the body. We argue that, while transcranial
cognition
may be both a logical and a nomological possibility, no case has been made for its current existence. In other words, we defend a form of contingent intracranialism about the cognitive.
Adams F. & Aizawa K. (2010) Defending the bounds of cognition. In: Menary R. (ed.) The extended mind. Cambridge MA, MIT Press: 67–80. https://cepa.info/6681
Adams F.
&
Aizawa K.
(
2010
)
Defending the bounds of
cognition
.
In: Menary R. (ed.)
The extended mind
. Cambridge MA, MIT Press: 67–80.
Fulltext at https://cepa.info/6681
Copy Citation
This chapter discusses the flaws of Clark’s extended mind hypothesis. Clark’s hypothesis assumes that the nature of the processes internal to an object has nothing to do with whether that object carries out cognitive processing. The only condition required is that the object is coupled with a cognitive agent and interacts with it in a certain way. In making this tenuous connection, Clark commits the most common mistake extended mind theorists make; alleging that an object becomes cognitive once it is connected to a cognitive agent is a “coupling-constitution fallacy.” From this fallacy, many hastily proceed to the conclusion that the object or process constitutes part of the agent’s cognitive apparatus or cognitive processing.
Agostini E. & Francesconi D. (2021) Introduction to the special issue “embodied cognition and education”. Phenomenology and the Cognitive Sciences 20: 417–422. https://cepa.info/8144
Agostini E.
&
Francesconi D.
(
2021
)
Introduction to the special issue “embodied
cognition
and education”
.
Phenomenology and the Cognitive Sciences
20: 417–422.
Fulltext at https://cepa.info/8144
Copy Citation
This special issue focuses on the theoretical, empirical and practical integrations between embodied
cognition
theory (EC) and educational science. The key question is: Can EC constitute a new theoretical framework for educational science and practice? The papers of the special issue support the efforts of those interested in the role of EC in education and in the epistemological convergence of EC and educational science. They deal with a variety of relevant topics in education and offer a focus on the role of the body and embodied experience in learning and educational settings. In conclusion, some further topics are suggested that will need to be investigated in the future, such as a critical evaluation of the possibility for an epistemological alliance between educational theory and embodied
cognition
, and the contribution that enactive
cognition
can provide to educational systems, organizations, institutions and policies.
Key words:
embodied cognition
,
education
,
educational theory
,
phenomenology
,
phenomenological pedagogy.
Aizawa K. (2014) Extended cognition. In: Shapiro L. (ed.) The Routledge handbook of embodied cognition. Routledge, London: 31–38. https://cepa.info/4462
Aizawa K.
(
2014
)
Extended
cognition
.
In: Shapiro L. (ed.)
The Routledge handbook of embodied
cognition
. Routledge, London: 31–38.
Fulltext at https://cepa.info/4462
Copy Citation
Excerpt:
This brief chapter will focus on two types of arguments for extended
cognition
inspired by Clark and Chalmers (1998). First, there has been the thought that
cognition
extends when processes in the brain, body, and world are suitably similar to processes taking place in the brain. We might describe these as cognitive equivalence arguments for extended
cognition
. Second, there has been the thought that, when there is the right kind of causal connection between a cognitive process and bodily and environmental processes, cognitive processes come to be realized by processes in the brain, body, and world. We might describe these as coupling arguments for extended
cognition
. What critics have found problematic are the kinds of similarity relations that have been taken to be applicable or suitable for concluding that there is extended
cognition
and the conditions that have been offered as providing the right kind of causal connection.
Aizawa K. (2015) What is this cognition that is supposed to be embodied? Philosophical Psychology 28(6): 755–775. https://cepa.info/3949
Aizawa K.
(
2015
)
What is this
cognition
that is supposed to be embodied?
.
Philosophical Psychology
28(6): 755–775.
Fulltext at https://cepa.info/3949
Copy Citation
Many cognitive scientists have recently championed the thesis that
cognition
is embodied. In principle, explicating this thesis should be relatively simple. There are, essentially, only two concepts involved:
cognition
and embodiment. After articulating what will here be meant by ‘embodiment’, this paper will draw attention to cases in which some advocates of embodied
cognition
apparently do not mean by ‘
cognition
’ what has typically been meant by ‘
cognition
’. Some advocates apparently mean to use ‘
cognition
’ not as a term for one, among many, causes of behavior, but for what has more often been called “behavior.” Some consequences for this proposal are considered.
Key words:
Behavior
,
Chemero
,
Chomsky
,
Clark
,
Cognition
,
Dennett
,
Embodied Cognition
,
Haugeland
,
Maturana
,
Skinner
Aizawa K. (2017) Cognition and behavior. Synthese Online first94(11): 4269–4288.
Aizawa K.
(
2017
)
Cognition
and behavior
.
Synthese
Online first94(11): 4269–4288.
Copy Citation
An important question in the debate over embodied, enactive, and extended
cognition
has been what has been meant by “
cognition
”. What is this
cognition
that is supposed to be embodied, enactive, or extended? Rather than undertake a frontal assault on this question, however, this paper will take a different approach. In particular, we may ask how
cognition
is supposed to be related to behavior. First, we could ask whether
cognition
is supposed to be (a type of) behavior. Second, we could ask whether we should attempt to understand cognitive processes in terms of antecedently understood cognitive behaviors. This paper will survey some of the answers that have been (implicitly or explicitly) given in the embodied, enactive, and extended
cognition
literature, then suggest reasons to believe that we should answer both questions in the negative.
Aizawa K. (2018) Critical note: So, what again is 4E cognition? In: Newen A., de Bruin L. & Gallagher S. (eds.) The Oxford handbook of 4E cognition. Oxford University Press, Oxford: 117–126. https://cepa.info/6679
Aizawa K.
(
2018
)
Critical note: So, what again is 4E
cognition
?
.
In: Newen A., de Bruin L. & Gallagher S. (eds.)
The Oxford handbook of 4E
cognition
. Oxford University Press, Oxford: 117–126.
Fulltext at https://cepa.info/6679
Copy Citation
Excerpt:
In principle, one might expect each of the papers in this section, “What is
Cognition
?,” to present some 4E answer to what
cognition
is. Perhaps this would be a definition of “
cognition
,” or a theory of what
cognition
is, or a conceptual framework that articulates what the concept of
cognition
is. Nevertheless, in the chapters in this section, as in the 4E literature more generally, the question of what
cognition
is does not come to the forefront. Moreover, even when the question is taken seriously, the answers do not seem to be worked out in much detail.
Alksnis N. & Reynolds J. (2021) Revaluing the behaviorist ghost in enactivism and embodied cognition. Synthese 198(5785–5807). https://cepa.info/6555
Alksnis N.
&
Reynolds J.
(
2021
)
Revaluing the behaviorist ghost in enactivism and embodied
cognition
.
Synthese
198(5785–5807).
Fulltext at https://cepa.info/6555
Copy Citation
Despite its short historical moment in the sun, behaviorism has become something akin to a theoria non grata, a position that dare not be explicitly endorsed. The reasons for this are complex, of course, and they include sociological factors which we cannot consider here, but to put it briefly: many have doubted the ambition to establish law-like relationships between mental states and behavior that dispense with any sort of mentalistic or intentional idiom, judging that explanations of intelligent behavior require reference to qualia and/or mental events. Today, when behaviorism is discussed at all, it is usually in a negative manner, either as an attempt to discredit an opponent’s view via a reductio, or by enabling a position to distinguish its identity and positive claims by reference to what it is (allegedly) not. In this paper, however, we argue that the ghost of behaviorism is present in influential, contemporary work in the field of embodied and enactive
cognition
, and even in aspects of the phenomenological tradition that these theorists draw on. Rather than take this to be a problem for these views as some have (e.g. Block, J Philos 102:259–272, 2005; Jacob, Rev Philos Psychol 2(3):519–540, 2011; O’Brien and Opie, Philos 43:723–729, 2015), we argue that once the behaviorist dimensions are clarified and distinguished from the straw-man version of the view, it is in fact an asset, one which will help with task of setting forth a scientifically reputable version of enactivism and/or philosophical behaviorism that is nonetheless not brain-centric but behavior-centric. While this is a bit like “the enemy of my enemy is my friend” strategy, as Shaun Gallagher notes (in Philos Stud 176(3):839–8512019), with the shared enemy of behaviorism and enactivism being classical Cartesian views and/or orthodox cognitivism in its various guises, the task of this paper is to render this alliance philosophically plausible.
Anderson M. (2003) Embodied cognition: A field guide. Artificial Intelligence 149(1): 91–130. https://cepa.info/4568
Anderson M.
(
2003
)
Embodied
cognition
: A field guide
.
Artificial Intelligence
149(1): 91–130.
Fulltext at https://cepa.info/4568
Copy Citation
The nature of
cognition
is being re-considered. Instead of emphasizing formal operations on abstract symbols, the new approach foregrounds the fact that
cognition
is, rather, a situated activity, and suggests that thinking beings ought therefore be considered first and foremost as acting beings. The essay reviews recent work in Embodied
Cognition
, provides a concise guide to its principles, attitudes and goals, and identifies the physical grounding project as its central research focus.
Export result page as:
CF Format
·
APA
·
BibTex
·
EndNote
·
Harvard
·
MLA
·
Nature
·
RIS
·
Science
Page
1
2
...
25
26
Please provide us with your
feedback/evaluation/suggestions