Current Controversies in Philosophy of Cognitive Science

Cover
Half Title
Series Information
Title Page
Copyright Page
Table of contents
Contributors
Introduction
	Part I
	Part II
	Part III
	Part IV
	Part V
Part I Is There a Universal Grammar?
	1 Universal Grammar
		1. Laying a New Picture on an Old One
		2. Unbounded but Constrained
		3. Universals Revealed in Details
		4. Gruesome Projections
		5. Bolstering the Point
		6. Concluding Remarks
		Notes
		References
	2 Waiting for Universal Grammar
		Logical Possibilities
		What Must Be Learned
		The Fawlty Strategy
		Misframed Generalizations
		Misdirection and Legerdemain
		Grueness and Induction
		Abduction and Curiosity
		Acknowledgment
		Notes
		References
Further Readings for Part I
Study Questions for Part I
Part II Are All Concepts Learned?
	3 Beyond Origins: Developmental Pathways and the Dynamics of Brain Networks
		Brain Networks
		Brain– Body– Environment
		Developing Brain– Body– Behavior Networks
		Pathways Not Origins
		What About Cognition?
		References
	4 The Metaphysics of Developing Cognitive Systems: Why the Brain Cannot Replace the Mind
		1. Introduction
		2. The Metaphysics of Systems of Systems
		4. Coinstantiation, Computation, and Degeneracy
		5. The Innateness of the Initial Conceptual Repertoire
		6. Consilience and the Choice between the BBE and the CBBE View
		7. Conclusion
		Notes
		References
Further Readings for Part II
Study Questions for Part II
Part III What Is the Role of  the Body in Cognition?
	5 Embodied Cognition and the Neural Reuse Hypothesis
		Unknown
			1. Introduction and Overview
			2. Two Conceptions of Embodied Cognition
			Neural Reuse: An Evolutionary Scenario
			4. Neural Reuse and Embodied Cognition
			5. On Goldman’s Definition of Embodied Cognition
			6. Conclusion
			Notes
			References
	6 Rehashing Embodied Cognition and the Neural Reuse Hypothesis
		1. Introduction
		2. Kiverstein’s Objections to Goldman
		3. Kiverstein’s Own View
		4.Goldman’s Response to Shapiro and Kiverstein
		5. Conclusion
		References
Further Readings for Part III
Study Questions for Part III
Part IV How Should Neuroscience Inform the Study of Cognition?
	7 Is Cognitive Neuroscience an Oxymoron?
		1. Introduction
			1.1 What Is Cognitive Research?
			1.2 What Is Neuroscience?
			1.3 What Is “Important”?
		2. A Priori Analysis
		3. A Case Study
		4. Quantitative Analysis
		5. Conclusion
		Acknowledgments
		References
	8 On the Primacy of Behavioral Research for Understanding the Brain
		1. What Has Behavior Taught Us About the Brain?
		2. What Have We Learned from the Brain That Behavior Had Not Already Taught Us?
		3. Clever Experimental Design Can Make Up for Correlative Measures
		4. Summary
		Acknowledgments
		References
Further Readings for Part IV
Study Questions for Part IV
Part V What Can Cognitive Science Teach Us About Ethics?
	9 The Ethical Significance of Cognitive Science
		1. Moral Judgment
		2. Debunking Arguments
		3. Non-ideal Theory
		4. Conclusion
		References
	10 Putting the “Social” Back in Social Psychology
		1. Introduction: Two Views of Social cognition
		2. World Enough and Time
		3. Terrible People, Terrible Reasoning
		4. Experimental Situations Are Social Situations
		5. Moral Development
		Notes
		References
Further Readings for Part V
Study Questions for Part V
Index