This work locates the historical and conceptual foundations of cognitive science in the "commonsense" psychology of the philosopher Thomas Reid. I begin with Reid's attack on his rationalist and empiricist competitors of the 17th and 18th centuries. I then present his positive theory as a sophisticated faculty psychology appealing to innateness of mental structure. Reidian psychological faculties are equally trustworthy, causally independent mental powers, and I argue that they share nine distinct properties. This distinguishes Reidian 'intentionalism' from (...) idealist 'representationalism,' which derive cognitive content either from the inherited structure of faculties of from the occurrent structure of sensory activity. ;Next, I turn to consciousness and reflection for a contemporary Reidian response to traditional phenomenology. Unlike reflection, faculties of reason and remembrance are not causally mediated by consciousness. My interpretation of Reid is that 'Humean causation' of individual faculty structure accounts only for 'natural intentionality,' while 'efficient causation' of faculty interrelations accounts for cognitive 'personal intentionality.' ;I then proceed by adopting a form of computational description for reconstructing this view as a computational theory of mind. I contrast functional analyses in explanations of some capacities with computational and componential analyses in explanations of other, intentional capacities, in which some processes must be taken to semantically encode and govern the roles of others. This step reconstructs the Reidian notion of intentional operations as requiring an explanation of component faculties and their representation-governed interactions. I argue that properties of faculties delimiting these interactions under Reid's theory parallel those in Fodor's essay on the "modularity of mind," although the reasons given for individual criteria are often very different. Fodor also proposes a trichotomous mental structure, but I find that a third level of "central systems" is a myth engendered by causal information theory. Such an analysis cannot capture generalizations over the internal representation of semantic roles that determines the character of faculty relations. This requirement for any computational account of cognition is precisely the motivation for the reconstructed Reidian theory. Thus, it comports more favorably with the explanatory program constitutive of a computational cognitive science. (shrink)

This study synthesizes current information from the various fields of cognitive science in support of a new and exciting theory of mind. Most psychologists study horizontal processes like memory and information flow; Fodor postulates a vertical and modular psychological organization underlying biologically coherent behaviors. This view of mental architecture is consistent with the historical tradition of faculty psychology while integrating a computational approach to mental processes. One of the most notable aspects of Fodor's work is that it articulates (...) features not only of speculative cognitive architectures but also of current research in artificial intelligence. (shrink)

One of the most notable aspects of Fodor's work is that it articulates features not only of speculative cognitive architectures but also of current research in ...

Because other cultures classify mental disorders very differently from ours, it behooves us to inquire into the philosophical and cultural sources of our own guiding nosological categories. This paper is a philosophical exploration into the historical and theoretical bases of the late nineteenth-century, Kraepelinian division between disorders of mood or affect, and schizophrenia, in which our present day nosological categories are rooted. By tracing the early nosologists’ divisions into eighteenth-century and Kantian faculty psychology, and following the fate of (...) faculty psychology through the nineteenth century, we discover genealogical elements of our taxonomy likely to affect clinical diagnosis and understanding. (shrink)

Name der Zeitschrift: Kant-Studien Jahrgang: 105 Heft: 3 Seiten: 394-405.

John Buridan uses the concepts of actus and habitus in his psychology to explain the difference between actual or occurrent thoughts and the dispositions to think those same thoughts. But since mental qualities are immaterial, Buridan must finesse his account of material qualities to save the psychological phenomena. He argues that thoughts and dispositions are really distinct from the human soul and from each other, and that because a thought and its corresponding disposition are different kinds of quality, we (...) cannot say that they differ merely in terms of intensity. This leaves him with the unresolved problem of explaining how one kind of psychological quality can be caused by another that is qualitatively distinct from it. (shrink)

This paper investigates Aquinas’s thought on the vis cogitativa, in order to determine whether Aquinas’s use of the inner sense of the vis cogitative is an embarrassment (as Dorothea Frede recently suggested), or whether it is rather an important element in Aquinas’s philosophy of mind that calls for serious study (as John Haldane argued several years ago in an ACPA plenary address). An examination of Aquinas’s theory of inner sense (as found in the Commentary on Aristotle’s De Anima) reveals that, (...) for Aquinas, the vis cogitativa has two cognitive functions: (1) to be aware of an individual as an individual, and (2) to recognize an individual as a member of a kind. If Aquinas’ philosophy of mind did not include some account of the vis cogitativa, then it would not be able to accommodate what for Aquinas is a principal ontological category (namely, primary substance). (shrink)

This paper investigates Aquinas’s thought on the vis cogitativa, in order to determine whether Aquinas’s use of the inner sense of the vis cogitative is an embarrassment , or whether it is rather an important element in Aquinas’s philosophy of mind that calls for serious study . An examination of Aquinas’s theory of inner sense reveals that, for Aquinas, the vis cogitativa has two cognitive functions: to be aware of an individual as an individual, and to recognize an individual as (...) a member of a kind. If Aquinas’ philosophy of mind did not include some account of the vis cogitativa, then it would not be able to accommodate what for Aquinas is a principal ontological category. (shrink)

A study of the psychology of demoralization affecting university faculty in the liberal arts. This form of demoralization is not adequately understood in terms of the concept of career burnout. Instead, demoralization that affects university faculty in the liberal arts requires a broadened understanding of the historical and psychological situation in which these professors find themselves today.

In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? (...) And what mechanisms are utilized to correct inappropriate behavior on the part of college and university teachers? The authors' work is based on survey results obtained from faculty members at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. Braxton and Bayer's focus is on undergraduate teaching in four disciplines: biology, history, mathematics, and psychology. In their analyses, the authors examine how individual, disciplinary, and institutional differences influence professorial behavior. In contrast to the more explicitly understood and enforced rules of conduct in research, the authors find that teaching norms are informally defined and observed. They argue that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. A groundbreaking study of contemporary academe, Faculty Misconduct in Collegiate Teaching is required reading for all university and college instructors and administrators. (shrink)

ABSTRACT A triad approach to mentoring, involving an undergraduate student a graduate student and a faculty member, offers unique benefits to all involved. However, complexities and tensions within the triad also contribute to ethical dilemmas unique to this mentoring approach. The aims of this article are to review ethical dilemmas that members of the undergraduate-graduate-faculty triad may face when forming and navigating the triad, including a discussion of cultural considerations, and offer recommendations based on ethical guidelines in (...) class='Hi'>psychology Ethical Principles of Psychologists and Code of Conduct. (shrink)

In the academic world, a researcher's number of publications can carry huge professional and financial rewards. This truth has led to many unethical authorship assignments throughout the world of publishing, including within faculty-student collaborations. Although the American Psychological Association passed a revised code of ethics in 1992 with special rules pertaining to such collaborative efforts, it is widely acknowledged that unethical assignments of authorship credit continue to occur regularly. This study found that of the 604 APA-member respondents, 165 felt (...) they had been involved in an unethical or unfair authorship assignment. Furthermore, nontenured faculty members and women were statistically more likely to be involved in an unethical or unfair assignment of authorship credit than tenured faculty members or men. (shrink)

This article discusses the ethical responsibilities that psychology faculty have when psychological information is seriously misrepresented or psychological techniques are misued by nonpsychology faculty. General values derived from the American Psychological Association's (APA) ethical principles are identified and reviewed. The APA ethical code recommends that psychologists limit the misrepresentation of psychological information and protect students from the misuse of psychological techniques. Examples from my experience are presented to illustrate these ethical principles and responsibilities.

It seems quite natural to explain the activities of human and non-human animals by referring to their special faculties. Thus, we say that dogs can smell things in their environment because they have perceptual faculties, or that human beings can think because they have rational faculties. But what are faculties? In what sense are they responsible for a wide range of activities? How can they be individuated? How are they interrelated? And why are different types of faculties assigned to different (...) types of living beings? The six chapters in this book discuss these questions, covering a wide period from Plato up to contemporary debates about faculties as modules of the mind. They show that faculties were referred to in different theoretical contexts, but analyzed in radically different ways. Some philosophers, especially Aristotelians, made them the cornerstone of their biological and psychological theories, taking them to be basic powers of living beings. Others took them to be inner causes that literally produce activities, while still others provided a purely functional explanation. The chapters focus on various models, taking into account Greek, Arabic, Latin, French, German and Anglo-American debates. They analyze the role assigned to faculties in metaphysics, philosophy of mind and epistemology, but also the attack that was often launched against the assumption that faculties are hidden yet real features of living beings. The short "Reflections" inserted between the chapters make clear that faculties were also widely discussed in literature, science and medicine. (shrink)

In the past few decades a remarkable change occurred in Kant scholarship: the "other" Kant has been discovered, i.e. the one of the doctrine of virtue and the anthropology. Through the rediscovery of Kant's investigations into the empirical and sensuous aspects of knowledge, our understanding of Kant's philosophy has been enriched by an important element that has allowed researchers to correct supposed deficiencies in Kant's work. In addition, further questions concerning the nature of Kant's philosophy itself have been formulated: the (...) more the "other" Kant comes to the fore, the stronger the question concerning the connection between pure philosophy and empirical investigation becomes. The aim of this study is to show that the psychological and anthropological interpretations of Kant's pure philosophy are not convincing and at the same time to illustrate some connections between his critical and anthropological investigations by means of an analysis of the theory of the faculties. Against both a "transcendental psychological" and an "anthropological" reading, the book presents Kant's theory of the facultiesas a constitutive part of his critical philosophy andshows that there is a close connection between Kant's pure philosophy and his moral aesthetic. (shrink)

Psychological construction constitutes a different paradigm for the scientific study of emotion when compared to the current paradigm that is inspired by faculty psychology. This new paradigm is more consistent with the post-Darwinian conceptual framework in biology that includes a focus on (a) population thinking (vs. typologies), (b) domain-general core systems (vs. physical essences), and (c) constructive analysis (vs. reductionism). Three psychological construction approaches (the OCC model, the iterative reprocessing model, and the conceptual act theory) are discussed with (...) respect to these ideas. (shrink)

Each of Kant’s three Critiques offers an account of the nature of a mental faculty and arrives at this account by means of a procedure I call ‘faculty analysis’. Faculty analysis is often regarded as among the least defensible aspects of Kant’s position; as a consequence, philosophers seeking to inherit Kantian ideas tend to transpose them into a different methodological context. I argue that this is a mistake: in fact faculty analysis is a live option for (...) philosophical inquiry today. My argument is as follows: Faculty analysis is a live option for certain kinds of philosophical theories if so-called “agentialist” views about the nature of belief are correct. There are good reasons for thinking that such views are correct. So faculty analysis should not be dismissed out of hand. Since the first premise in this argument bears a lot of weight, a large part of the paper is devoted to clarifying and defending it, in part by arguing that Kant himself holds a version of agentialism about belief. (shrink)

This paper compares and contrasts Mencius's moral philosophy with recent development in cognitive science regarding mental capacity to understand moral rules and principles. Several cognitive scientists argue that the human mind has innate cognitive and emotive foundations of morality. In this paper, Mencius's moral theory is interpreted from the perspective of faculty psychology and cognitive modularity, a theoretical hypothesis in cognitive science in which the mind is understood as a system of specialized mental components. Specifically, Mencius's Four Beginnings (...) (the basic human emotions that serve as the foundations of morality) are interpreted as vertical faculties, comparable to Scottish philosopher Thomas Reid's moral faculties. (shrink)

In the generative tradition, the language faculty has been shrinking—perhaps to include only the mechanism of recursion. This paper argues that even this view of the language faculty is too expansive. We first argue that a language faculty is difficult to reconcile with evolutionary considerations. We then focus on recursion as a detailed case study, arguing that our ability to process recursive structure does not rely on recursion as a property of the grammar, but instead emerge gradually (...) by piggybacking on domain-general sequence learning abilities. Evidence from genetics, comparative work on non-human primates, and cognitive neuroscience suggests that humans have evolved complex sequence learning skills, which were subsequently pressed into service to accommodate language. Constraints on sequence learning therefore have played an important role in shaping the cultural evolution of linguistic structure, including our limited abilities for processing recursive structure. Finally, we re-evaluate some of the key considerations that have often been taken to require the postulation of a language faculty. (shrink)

Pace Atran, (1) folk physics, (2) folk biology, and (3) folk psychology rest on informationally encapsulated modules that emerge before language: a gifted austic person who can see objects and animals perfectly well can nonetheless be incommunicatively mind blind.

Dewey's ethical naturalism has provided an exemplary model for many contemporary naturalistic treatments of morality. However, in some recent work there is an unfortunate tendency to presuppose a moral faculty as the alleged source of what are claimed to be nearly universal moral judgments. Marc Hauser's Moral minds (2006) thus argues that our shared moral intuitions arise from a universal moral organ, which he analogizes to a Chomskyan language faculty. Following Dewey's challenge to the postulation of the idea (...) of universal instincts, I argue that Hauser's moral faculty account is (1) contrary to results from recent cognitive science, (2) unnecessary for explaining our moral understanding and reasoning, and (3) counterproductive to the correct project of a non-transcendent, empirically-grounded theory of moral understanding and problem-solving. I provide a sketch of an alternative account of what such an ethical naturalism would involve. (shrink)

This target article argues that the Turing test implicitly rests on a "naive psychology," a naturally evolved psychological faculty which is used to predict and understand the behaviour of others in complex societies. This natural faculty is an important and implicit bias in the observer's tendency to ascribe mentality to the system in the test. The paper analyses the effects of this naive psychology on the Turing test, both from the side of the system and the (...) side of the observer, and then proposes and justifies an inverted version of the test which allows the processes of ascription to be analysed more directly than in the standard version. (shrink)

volutionary psychology is the attempt to understand our mental faculties in light of the evolutionary processes that shaped them. Stephen Jay Gould [NYR, June 12 and June 26] calls its ideas and their proponents "foolish," "fatuous," "pathetic," "egregiously simplistic," and some twenty-five synonyms for "fanatical." Such language is not just discourteous; it is misguided, for the ideas of evolutionary psychology are not as stupid as Gould makes them out to be. Indeed, they are nothing like what Gould makes (...) them out to be. (shrink)

Although I begin with a brief look at the idea that as a faculty of mind, apperception must be grounded in some power of the soul, my focus is on claims about the alleged noumenal import of some of Kant’s particular theses about the faculty of apperception: it is inexplicable, immaterial, and can provide evidence that humans are members of the intelligible world. I argue that when the claim of inexplicability is placed in the context of Kant’s standards (...) for transcendental psychological explanation, it has no noumenal implications. Similarly, when understood in the context of his views about scientific explanations, Kant’s claim that the faculty of apperception cannot be understood in materialist terms has no important metaphysical payoff. The case of freedom is different, because for a long time, Kant believed that he could establish the freedom required for morality by appealing to the freedom required for thought. In the end, however, he abandoned this hoped for noumenal implication of the faculty of apperception. (shrink)

This article deals with some aspects of the study of the mind between the 1920s and 1940s at the University of Paris. Traditionally the domain of philosophy, the study of the mind was encroached upon by other disciplines such as history of science, ethnology, sociology and psychology. These disciplines all had weak institutional status and were struggling to constitute themselves as autonomous. History of science did not as a rule reject its relationship with philosophy, whereas ethnology, sociology and (...) class='Hi'>psychology were constructing their identities by breaking away from philosophy. A discussion about Lévy-Bruhl’s La mentalité primitive, hosted by the Société Française de Philosophie in 1923, showed that the positions of philosophers, sociologists and psychologists about the questions posed by the book, namely the fixity and universality of the mind, were strictly linked with their views about the ‘scientificity’ of ethnology. A compromise between fixity and historical transformation of the mind was put forward by Gaston Bachelard, who institutionally represented the discipline of history and philosophy of science. This discipline was institutionally linked to ethnology, psychology and sociology, but, unlike them, had no claim to ‘scientificity’. Bachelard realized this compromise by breaking the unity of the mind and by employing an extra-institutional discipline: psychoanalysis. His freedom of choice corresponded with an increasingly weak institutional position for the discipline of history and philosophy of science. (shrink)

IntroductionIncivility is defined as an interpersonal misconduct involving disregard for others and a violation of norms of respect . This phenomenon has been extensively investigated in workplaces . However, only a few studies have focused their attention on the academic setting, investigating both student and faculty general incivilities .While previous studies’ theoretical framework was mainly informed by organizational and psychosocial theories , this study suggests viewing incivility through the lens of justice psychology, which examines individual justice concerns . (...) According to this theory, in order to understand psychological processes, individual experiences should be considered alongside objective environmental conditions . Drawing on justice psychology, the way students in .. (shrink)

Teaching research methods is especially challenging because we not only wish to convey formal knowledge and encourage critical thinking, as with any course, but also to enable our students dream up meaningful research projects, translate them into logical steps, conduct the research in a professional manner, analyze the data, and write up the project in APA style. We also wish to spark interest in the topics of research papers, and in the intellectual challenge of creating a research report, but we (...) have learned just how difficult these goals can be from teaching undergraduates and from serving as journal reviewers: many submissions contain flaws such as elementary errors of logic (e.g., using a null control condition instead of a placebo or dummy treatment), tangled statistics, a lack of graphs, and ungrammatical, unclear writing that violates APA rules. Yet these manuscripts are written by university faculty, often with doctorates and years of experience. Even published papers may contain egregious faults (Standing & McKelvie, 1986). And although we have both published widely, we still hone our skills. It requires optimism to expect that a typical undergraduate will do better, on the basis of just a year or two of studies in psychology. In this paper, we describe a systematic set of methodology courses and two specific practices that we think can help. Methodology Courses as the Backbone of our Psychology Program How can methodology courses promote undergraduate involvem... (shrink)

Based on social contagion theory, this study examines the mediating role of formalization of organizational structure between organizational identification and faculty conformity. It also analyzes the moderating role of conflict management style between organizational identification and faculty conformity, and formalization of organizational structure and faculty conformity in universities in Hunan province, China. Convenience sampling was employed to select the subjects, and 1,024 Chinese faculty members including teaching staff and administrative staff were surveyed online with the questionnaire (...) consist of organizational identification scale, organizational formalization scale, conflict management style scale, and faculty conformity scale. 1,000 valid respondents were collected and SPSS was used to analyze the data through descriptive analysis, analysis of variance, correlation analysis, and hierarchical multiple regression. The results showed that faculty members’ organizational identification had a positive effect on faculty conformity; formalization of organizational structure partially mediated the relationship between organizational identification and faculty conformity; and conflict management style positively moderated the relationship between organizational identification and faculty conformity and between formalization of organizational structure and faculty conformity. University administrators are often the initiators of conformity as they are responsible for formulating internal regulations. Therefore, they must monitor and coordinate workplace conflicts, resolve and guide faculty conformity, promote individual faculty members’ self-improvement, and foster steady organizational development. (shrink)

What the title of this article means to me after decades on a university faculty is very broad. It would include topics of my research and writing, of my graduate and undergraduate teaching, and of what I read in the area, including papers that have been submitted to me as editor of the American Journal of Psychology. What I can write here focuses on my research and writing and related metatheoretical views, including what I have considered the deeper (...) and more significant questions formulated in philosophy of mind and submitted to empirical investigation in psychology. Of most active concern today, and over the years, are those asking about the roles of consciousness, symbolic representation, and volition in mental activity and action. Is symbolic representation carried out consciously or unconsciously, or both? This paper recognizes the 19^th century attempt to establish a science of consciousness, a behavioristic movement that rejected consciousness as being the soul of theology, a cognitive metatheory giving some place to consciousness but emphasizing non-conscious symbolic representation. This summarizes our experimental examinations of my theories of the source of intentional action, of causal reasoning, and of explicit and implicit learning. It also summarizes the overarching mentalistic metatheory I have described. (shrink)

On the centennial of the death of William James (1842-1910), I approached faculty members at eighteen major theological centers of learning requesting them to identify the twelve most important books in the field of the psychology of religion written between James' 1902 classic The Varieties of Religious Experience up to Peter Homan's 1970 Theology After Freud. The request was for each faculty member (by agreement to remain anonymous) to identify the twelve books during that time period (1902-1970) (...) which, in their opinion, constituted major contributions to the development of the discipline of psychology of religion. By mutual agreement, James was credited with being the purported founder of the psychology of religion and Homans the quintessential culmination of the discipline's respectability. Though obviously subjective, the survey did register a consensus of scholars teaching in the field and what follows is a critical assessment of the merits of those books which they selected. (shrink)

Over the past 50 years the diversity of higher education faculty in the mathematical, physical, computer, and engineering sciences has advanced very little at 4-year universities in the United States. This is despite laws and policies such as affirmative action, interventions by universities, and enormous financial investment by federal agencies to diversify science, technology, mathematics, and engineering career pathways into academia. Data comparing the fraction of underrepresented minority postdoctoral scholars to the fraction of faculty at these institutions offer (...) a straightforward empirical explanation for this state of affairs. URM postdoc appointments lag significantly behind progress in terms of both undergraduate and Ph.D.-level STEM student populations. Indeed, URM postdoc appointments lag well-behind faculty diversity itself in the MPCES fields, most of which draw their faculty heavily from the postdoctoral ranks, particularly at research-intensive universities. Thus, a sea-change in how postdocs are recruited, how their careers are developed, and how they are identified as potential faculty is required in order to diversify the nation’s faculty, and particularly the R1 MPCES professoriate. Our research shows that both Ph.D. students and postdocs benefit from intentional structure at various levels of their respective “apprentice” experiences, a factor that we believe has been neglected. Several key structural approaches are highly effective in these regards: A collaborative approach in which leading research universities collectively identify outstanding URM candidates; Faculty engagement in recruiting and supporting these postdocs; Inter-institutional exchange programs to heighten the visibility and broaden the professional experiences of these postdocs; Community-building activities that create a sense of belonging and encourage continuing in academia for each cohort; and Continuing research based on outcomes and new experimental approaches. The California Alliance, consisting of UC Berkeley, UCLA, Caltech, and Stanford, has been engaged in such a program for almost a decade now, with most of the California Alliance URM postdocs now in tenure track positions or on the path toward careers as faculty at research intensive institutions. If this approach was brought to scale by involving the top 25 or so URM Ph.D.-producing R1 institutions in the MPCES fields, about 40% of the national URM postdoctoral population in these fields could be affected. Although this impact would fall short of bringing URM MPCES faculty ranks up to full representation of the United States population as a whole, it would vastly improve the outlook for URM students and their aspirations to take on leadership roles as scientists and engineers. (shrink)