The possibility and extent of thought without language have been subject to much controversy. Insight from non- or minimally verbal humans can inform this debate empirically. Since most such individuals are on the autism spectrum, of which they make up a sizable 25–30%, an important connection between language and autism transpires. Here we propose a model which makes sense of this link and explains why the non-verbal human mind, as present evidence suggests, represents a fundamentally different cognitive phenotype. (...) This model views the relevant part of the autism spectrum as reflecting the breakdown of a cognitive phenotype of which language is an inherent element and which will manifest principled limitations in the latter's absence. (shrink)

It is now over twenty years since Premack and Woodruff posed the question, ‘Does the chimpanzee have a theory of mind?’—‘by which we meant’, explained Premack in a later reappraisal, ‘does the ape do what humans do: attribute states of mind to the other one, and use these states to predict and explain the behaviour of the other one? For example, does the ape wonder, while looking quizzically at another individual, What does he really want? What does he believe? What (...) are his intentions? '. (shrink)

The present study investigated the comprehension processes of verbal irony by clarifying the temporally distinct contributions of three information sources, namely, salience-based lexical meaning, egocentric context, and allocentric Theory of Mind. We predicted that salience-based lexical meaning initially activates the literal representation of an ironic utterance. This is immediately followed by the activation of the ironic representation supported by the automatic interaction between salience-based lexical meaning and egocentric context. Finally, overall interpretation is achieved by incorporating the information from Theory (...) of Mind, which is provided by effortful processing. Salience-based representations are retained rather than suppressed. Cognitive load prevents incorporating the allocentric information given by Theory of Mind, resulting in an egocentric interpretation. The experimental results supported our hypothesis: both ironic representations (Experiment 1) and salience-based literal representations (Experiment 2a) become active early on. Cognitive load prevented the deactivation of unintended ironic representations (Experiment 3) and did not affect the retention of salience-based representations (Experiment 4). Intentional irony required longer reading times than unintentional irony and literal utterances (Experiment 5). (shrink)

One way to challenge the substantiveness of a particular philosophical issue is to argue that those who debate the issue are engaged in a merely verbal dispute. For example, it has been maintained that the apparent disagreement over the mind/brain identity thesis is a merely verbal dispute, and thus that there is no substantive question of whether or not mental properties are identical to neurological properties. The goal of this paper is to help clarify the relationship between mere (...) verbalness and substantiveness. I first argue that we should see mere verbalness as a certain kind of discourse defect that arises when the parties differ as to what each takes to be the immediate question under discussion. I then argue that mere verbalness, so understood, does not imply that the question either party is attempting to address is a non-substantive one. Even if it turns out that the parties to the mind/brain dispute are addressing subtly different questions, these might both be substantive questions to which their respective metaphysical views provide substantive answers. One reason it is tempting to reach deflationary conclusions from the charge of mere verbalness is that we fail to distinguish it from the claim that a sentence under dispute is, in a certain sense, indisputable. Another reason is that we fail to distinguish mere verbalness from a certain sort of indeterminacy. While indisputability and indeterminacy plausibly capture forms of nonsubstantiveness, I argue that mere verbalness is insufficient to establish either indisputability or indeterminacy. (shrink)

Two main claims are defended in this paper: first, that typical disputes in the literature about the ontology of physical objects are merely verbal; second, that the proper way to resolve these disputes is by appealing to common sense or ordinary language. A verbal dispute is characterized not in terms of private idiolects, but in terms of different linguistic communities representing different positions. If we imagine a community that makes Chisholm's mereological essentialist assertions, and another community that makes (...) Lewis's four‐dimensionalist assertions, the members of each community speak the truth in their respective languages. This follows from an application of the principle of interpretive charity to the two communities. (shrink)

Intuitively, (1)-(3) seem to express genuine claims (true or false) about what the world is like, attempts to correctly describe parts of extra-linguistic reality. By contrast, it is tempting to regard (4)-(6) as merely reflecting decisions (or conventions, or dispositions, or rules) concerning the terms in which that extra-linguistic reality is described, decisions about which things to label with 'vixen', 'bachelor' or 'cup'.

Auditory verbal hallucinations (AVHs) are a highly complex and rich phenomena, and this has a number of important clinical, theoretical and methodological implications. However, until recently, this fact has not always been incorporated into the experimental designs and theoretical paradigms used by researchers within the cognitive sciences. In this paper, we will briefly outline two recent examples of phenomenologically informed approaches to the study of AVHs taken from a cognitive science perspective. In the first example, based on Larøi and (...) Woodward (Harv Rev Psychiatry 15:109–117, 2007), it is argued that reality monitoring studies examining the cognitive underpinnings of hallucinations have not reflected the phenomenological complexity of AVHs in their experimental designs and theoretical framework. The second example, based on Jones (Schizophr Bull, in press, 2010), involves a critical examination of the phenomenology of AVHs in the context of two other prominent cognitive models: inner speech and intrusions from memory. It will be shown that, for both examples, the integration of a phenomenological analysis provides important improvements both on a methodological, theoretical and clinical level. This will be followed by insights and critiques from philosophy and clinical psychiatry—both of which offer a phenomenological alternative to the empiricist–rationalist conceptualisation of AVHs inherent to the cognitive sciences approach. Finally, the paper will conclude with ideas as to how the cognitive sciences may integrate these latter perspectives into their methodological and theoretical programmes. (shrink)

Two main claims are defended in this paper: first, that typical disputes in the literature about the ontology of physical objects are merely verbal; second, that the proper way to resolve these disputes is by appealing to common sense or ordinary language. A verbal dispute is characterized not in terms of private idiolects, but in terms of different linguistic communities representing different positions. If we imagine a community that makes Chisholm's mereological essentialist assertions, and another community that makes (...) Lewis's four-dimensionalist assertions, the members of each community speak the truth in their respective languages. This follows from an application of the principle of interpretive charity to the two communities. (shrink)

The idea that disputes which are heated, and apparently important, may nonetheless be 'merely verbal' or 'just semantic' is surely no stranger to any philosopher. I urge that many disputes, both in and out of philosophy, are indeed plausibly considered verbal, and that it would repay us to more frequently consider whether they are so or not. Asking this question is what I call ‘The Method of Verbal Dispute’. Neither the notion nor the method of verbal (...) dispute is new. What I do here is to urge its wider application, to suggest how widespread is the phenomenon of verbal disputes, and to clarify certain misconceptions about what is, or needs to be, involved in a verbal dispute. One central claim is that verbal disputes need not be ‘merely’ verbal disputes – that often, there is a real disagreement to be had, but it is not the one suggested by the surface form of the disagreement. I also discuss the relation between verbal disputes, relativism and cases in which ‘there is no fact of the matter’. (shrink)

The idea that verbal communication involves a species of mindreading is not new. Among linguists and philosophers, largely as a result of Grice’s (1957, 1967) influence, it has long been recognized that the act of communicating involves on the part of the communicator and the addressee mutual metarepresentations of each others’ mental states. In psychology, the coordination of common ground and attention in conversation has been pursued in a variety of studies (e.g. Clark and Marshall, 1981; Bruner, 1983).

This paper draws a correlation between processes of research and drawing by analyzing the formation of emotional content and stylistic representation in art. The paper suggests that research process fundamentally involves a systematic development of understanding on a particular issue through a process of rational inquiry. The research outcome or an intellectual understanding is therefore nothing more than a thoroughly investigated form of a hypothesis/ premise/ theory/ idea that has undergone a careful process of scrutiny, comparison and evaluation. On similar (...) grounds, drawing process also involves a systematic development of form in which adjustments are made with the help of nonverbal reasoning till the final form is evolved. The development of form in drawing becomes a systematic rational process but operates at a subconscious plane; reason is substituted by aesthetic sensibility. It is suggested that aesthetic sensibility is a judgment that the human mind tailors through the use of non-verbal criteria of evaluating the beautiful and ugly. The paper develops a theoretical model in the light of above and then applies it to analyze various drawing conventions used by Sadequain in figurative treatment. (shrink)

Language has been shown to play a key role in the development of a child’s theory of mind, but its role in adult belief reasoning remains unclear. One recent study used verbal and nonverbal interference during a false-belief task to show that accurate belief reasoning in adults necessarily requires language (Newton & de Villiers, 2007). The strength of this inference depends on the cognitive processes that are matched between the verbal and nonverbal inference tasks. Here, we matched the (...) two interference tasks in terms of their effects on spatial working memory. We found equal success on false-belief reasoning during both verbal and nonverbal interference, suggesting that language is not specifically necessary for adult theory of mind. (shrink)

ArgumentHeidegger's philosophy of science is notable for the prominence it gives to visuals and visualization. This is because for Heidegger, truth – including scientific truth – is the consequence of unconcealment, the lifting of a veil. But as scientific truth is a special kind, its visualization is also special: scientific truth reveals itself to us as, in Heidegger's words, “a calculable nexus of forces.” This nexus unconceals itself largely by means of instrumentation: it is this process of revelation that turns (...) objects into objects of science. Despite its focus on visualization, however, Heidegger's philosophy of science cannot be applied directly to scientific visuals. His categories are not designed with visual exegesis in mind. For that purpose, semiotics, the science of meaning as defined by Charles Peirce, is a necessary intermediary between the abstract and the concrete, a taxonomy of icon, index, and symbol that can be employed as a set of hermeneutic probes that permit the exploration of scientific visuals as embodiments and carriers of scientific meaning. But not their sole embodiments and carriers. In achieving scientific semiosis, the verbal and visual must combine their particular strengths. This is also in accord with a Heideggerian view: science moves methodically from the visual to the propositional, though it never leaves the visual behind. (shrink)

ABSTRACT The sections devoted to dissociation in The New Rhetoric identify many verbal forms that can express this reconceptualizing line of argument. This article reviews the linguistic options offered in English for epitomizing dissociations, including tautologies and constructions that prompt diverging meanings, orthographical devices like capitalization or subscripts that produce variants of a single word, word schemes like agnominatio and polyptoton that alter core forms, and affixes or modifiers that are either available as antonyms or require forcing apart by (...) subsequent antitheses. Paying attention to the verbal expression of dissociations highlights cases that may or may not qualify as the rich reconceptualizations Perelman and Olbrechts-Tyteca had in mind. Arguments that involve three distinguished terms may, for example, reach a limit where dissociations merge into arguments from division, a long recognized device in traditional rhetoric/dialectic. (shrink)

Do self‐monitoring accounts, a dominant account of the positive symptoms of schizophrenia, explain auditory verbal hallucination? In this essay, I argue that the account fails to answer crucial questions any explanation of auditory verbal hallucination must address. Where the account provides a plausible answer, I make the case for an alternative explanation: auditory verbal hallucination is not the result of a failed control mechanism, namely failed self‐monitoring, but, rather, of the persistent automaticity of auditory experience of a (...) voice. My argument emphasizes the importance of careful examination of phenomenology as providing substantive constraints on causal models of the positive symptoms in schizophrenia. (shrink)

What is the relationship between complexity in the world and complexity in the mind? Intuitively, increasingly complex objects and events should give rise to increasingly complex mental representations (or perhaps a plateau in complexity after a certain point). However, a counterintuitive possibility with roots in information theory is an inverted U-shaped relationship between the “objective” complexity of some stimulus and the complexity of its mental representation, because excessively complex patterns might be characterized by surprisingly short computational descriptions (e.g., if they (...) are represented as having been generated “randomly”). Here, we demonstrate that this is the case, using a novel approach that takes the notion of “description” literally. Subjects saw static and dynamic visual stimuli whose objective complexity could be carefully manipulated, and they described these stimuli in their own words by giving freeform spoken descriptions of them. Across three experiments totaling over 10,000 speech clips, spoken descriptions of shapes (Experiment 1), dot-arrays (Experiment 2), and dynamic motion-paths (Experiment 3) revealed a striking quadratic relationship between the raw complexity of these stimuli and the length of their spoken descriptions. In other words, the simplest and most complex stimuli received the shortest descriptions, while those stimuli with a “medium” degree of complexity received the longest descriptions. Follow-up analyses explored the particular words used by subjects, allowing us to further explore how such stimuli were represented. We suggest that the mind engages in a kind of lossy compression for overly complex stimuli, and we discuss the utility of such freeform responses for exploring foundational questions about mental representation. (shrink)

Quine has spoken of bringing our beliefs about the world before “the tribunal of experience.” In Mind and World, McDowell agrees that this is what we must do, but he argues forcefully that Quine’s conception of experience as nothing more than a neuronal cause of verbal responses loses the whole idea that experiences can justify beliefs. McDowell’s overarching aim is to determine conditions that experience must satisfy if it is to be genuinely a tribunal.

Although research has found that long-term mindfulness meditation practice promotes executive functioning and the ability to sustain attention, the effects of brief mindfulness meditation training have not been fully explored. We examined whether brief meditation training affects cognition and mood when compared to an active control group. After four sessions of either meditation training or listening to a recorded book, participants with no prior meditation experience were assessed with measures of mood, verbal fluency, visual coding, and working memory. Both (...) interventions were effective at improving mood but only brief meditation training reduced fatigue, anxiety, and increased mindfulness. Moreover, brief mindfulness training significantly improved visuo-spatial processing, working memory, and executive functioning. Our findings suggest that 4 days of meditation training can enhance the ability to sustain attention; benefits that have previously been reported with long-term meditators. (shrink)

Can we think without words? At first, the question is surprising, and the answer is most often, “No.”This response is quite understandable. Words and thought are so closely connected in our mental activity that they appear almost indissociable, since if we follow an introspective process, it is not possible for us to analyze our reasoning and our feelings without having recourse to words. Moreover, man's verbal expression is not only a means of communication; it is also an instrument of (...) progress for the mind, without which the mind would not be able to attain the very high levels of abstract and conceptual thought that are proper to it. No one would dream of minimizing the important influence of words on thought. It is more correct to magnify it as Paul Valéry did: “The honor of man, blessed speech.”. (shrink)

In this paper, I illustrate how children’s mentalizing abilities interface with both implicit and explicit aspects of communication. I use two examples to make this point. First, I argue that some understanding that other people have mental states which can be affected by communication is present already in infancy. I show that this early sensitivity to intentionality is responsible for early communicative successes. Second, I suggest that mindreading is involved in learning the meaning of evidentials and other mental terms. I (...) present some cross‐linguistic evidence for the acquisition of evidential morphemes and relate those findings to young children’s ability to reason about beliefs, evidence and information. (shrink)

Number morphology (e.g., singular vs. plural) is a part of the grammar that captures numerical information. Some languages have morphological Number values, which express few (paucal), two (dual), three (trial) and sometimes (possibly) four (quadral). Interestingly, the limit of the attested morphological Number values matches the limit of non‐verbal numerical cognition. The latter is based on two systems, one estimating approximate numerosities and the other computing exact numerosities up to three or four. We compared the literature on non‐verbal (...) number systems with data on Number morphology from 218 languages. Our observations suggest that non‐verbal numerical cognition is reflected as a core part of language. (shrink)

In contemporary philosophy and psychology there is an ongoing debate about Theory of Mind , which mainly concerns our ability to understand other people. For almost two decades, authors have argued in favour of a crucial relationship between language and children's development of ToM. Studies based on verbal tasks suggest that children possess a ToM not earlier than about the age of four. Nevertheless, in recent years, this paradigm has been almost replaced by a 'new' nativist paradigm conceiving of (...) mental capacities as part of our purely biological inheritance. In contrast with the traditional tasks, non-verbal task results indicate that children possess ToM at the age of 15 months, or earlier. The contradictory data led to the so-called 'developmental gap': how is it that 15-month-olds already possess ToM, while failing the traditional tasks until the age of four? My thesis is that the data at our disposal, if interpreted in the light of a suitable theoretical framework, do not generate a genuine contradiction. Prior to the interpretation of the research results, a distinction between epistemological and metaphysical levels of investigation, and a clear analysis of notions such as 'representation', 'inference', 'mental state', and the like, is required. (shrink)

The literature on epistemic injustice has thus far confined the concept of testimonial injustice to speech expressions such as inquiring, discussing, deliberating, and, above all, telling. I propose that it is time to broaden the horizons of testimonial injustice to include a wider range of expressions. Controversially, the form of communication I have in mind is non-verbal expression. Non-verbal expression is a vital, though often overlooked, form of communication, particularly for people who have certain neurocognitive disorders. Dependency upon (...) non-verbal expression is a common feature of some forms of neurocognitive disorders such as ‘intellectual disabilities’, autism and late-stage dementia. According to the narrow definition of testimonial injustice currently championed in the literature, people who express non-verbally are exempt from testimonial injustice. However, when we consider cases where meaningful communications from non-verbal people are dismissed or ignored in virtue of identity prejudice, there seems to be a distinct testimonial harm at play. Using late-stage dementia as a case study, I argue that the definition of testimonial injustice should be expanded to include all communicative practices, whether verbal or non-verbal, to encompass the epistemic harms inflicted upon some of the most marginalised in our society. (shrink)

2 no predictions or experimental findings based on the Identity Theory differ from those based on mind-brain Parallelism or Epiphenomenal ism, i.e., Dualism in general. The Identity Theory, therefore, must stand or fall on its reputed conceptual advantages over Dualism. Then the conceptual issues at stake in the mind-brain problem are discussed. The kernel of truth present in the Identity Theory is shown to be obscured by all the talk about reducing sensations to neural processes. An attempt is made to (...) characterize pain adequately as a pattern or complex of bodily processes. This view is then reconciled with the asymmetry in the way one is aware of one's own pains and the way in which others are. This asymmetry constitutes an epistemological dualism which no philosophical theory or scientific experiment could alter. The sense in which experiences are both mental and physical is thus elucidated. A Multi-Aspect Theory of the mind is presented and defended. Five aspects of pain are discussed in some detail: experiential, neural, bodily, behavioral and verbal. Having a mind characteristically involves having all of these features except the bodily (i.e., a physical irregularity). Thus having a mind characteristically entails having experiences and a healthy, functioning brain. It also involves being able to act and speak reasonably intelligently. (shrink)

In his dispute with Malebranche about the nature of ideas, Arnauld endorses a form of direct realism. This appears to conflict with views put forward by Arnauld and his collaborators in the Port-Royal Grammar and Logic where ideas are treated as objects in the mind. This tension can be resolved by a careful examination of Arnauld's remarks on the semantics of ‘perception’ and ‘idea’ in light of the Port-Royal theory of language. This examination leads to the conclusion that Arnauld's ideas (...) really are objects in the mind, and not perceptual acts as many commentators hold. What Arnauld denies is that these mental objects are really distinct from the external objects they represent. Instead, Arnauld holds that, by the act of conception, the external objects themselves—not copies—come to be present in the mind and are therefore called ‘ideas’. (shrink)

In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more (...) comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. (shrink)

We can understand and act upon the beliefs of other people, even when these conflict with our own beliefs. Children’s development of this ability, known as Theory of Mind, typically happens around age 4. Research using a looking-time paradigm, however, established that toddlers at the age of 15 months old pass a non-verbal false-belief task (Onishi and Baillargeon in Science 308:255–258, 2005). This is well before the age at which children pass any of the verbal false-belief tasks. In (...) this study we present a more complex case of false-belief reasoning with older children. We tested second-order reasoning, probing children’s ability to handle the belief of one person about the belief of another person. We find just the opposite: 7-year-olds pass a verbal false-belief reasoning task, but fail on an equally complex low-verbal task. This finding suggests that language supports explicit reasoning about beliefs, perhaps by facilitating the cognitive system to keep track of beliefs attributed by people to other people. (shrink)

Current models of auditory verbal hallucinations tend to focus on the mechanisms underlying their occurrence, but often fail to address the content of the auditory experience. In other words, they tend to ask why there are AVHs at all, instead of asking why, given that there are AVHs, they have the properties that they have. One such property, which has been largely overlooked and which we will focus on here, is why the voices are often experienced as coming from (...) agents, and often specific, individualised agents. In this article, we argue not only that the representation of agents is important in accurately describing many cases of AVH, but also that deeper reflection on what is involved in the representation of agents has potentially vital consequences for our aetiological understanding of AVH, namely, for understanding how and why AVHs come about. (shrink)

The article highlights George Herbert Mead’s and Wilfrid Sellars’ reliance on a behaviourally-grounded conception of meaning as strictly related to the possibility of distinguishing mental from non-mental phenomena as both related to the semantic dimension. Mead’s position is in fact akin to Wilfrid Sellars’ argument that the concepts of ‘inner events’ are essentially inter-subjective. Thoughts are displayed as consisting of related linguistic acts linked inferentially through intra-linguistic moves that respond to a particular ‘language practice’ governed by norms. Introspection is an (...) ‘inner conversation’, namely an ‘inner’ speaking analogous to linguistic activity that does not involve actual equivalents of the words in the mind. (shrink)

investigation).^{1} We project ourselves into what, from his remarks and other indications, we imagine the speaker's state of mind to have been, . . . even into what from his behavior we imagine a mouse's state of mind to have been, and dramatize it as a belief, wish or striving, verbalized as seems relevant and natural to us in the state thus.

We can understand and act upon the beliefs of other people, even when these conflict with our own beliefs. Children’s development of this ability, known as Theory of Mind, typically happens around age 4. Research using a looking-time paradigm, however, established that toddlers at the age of 15 months old pass a non-verbal false-belief task (Onishi and Baillargeon in Science 308:255–258, 2005). This is well before the age at which children pass any of the verbal false-belief tasks. In (...) this study we present a more complex case of false-belief reasoning with older children. We tested second-order reasoning, probing children’s ability to handle the belief of one person about the belief of another person. We find just the opposite: 7-year-olds pass a verbal false-belief reasoning task, but fail on an equally complex low-verbal task. This finding suggests that language supports explicit reasoning about beliefs, perhaps by facilitating the cognitive system to keep track of beliefs attributed by people to other people. (shrink)

Observing dance improvisation provides a unique opportunity to understand how people collaborate together while creating. It is an opportunity to consider how new ideas appear, not simply from the internal processes of a single creator but rather from the interactions between the minds, bodies and the environment acting on and between a group of improvising dancers. Improvisational scores served in this study as a laboratory into group creativity. Using a video-stimulated recall method, which asks dancers to reflect upon their (...) own processes just after completing the score, I explored the interdependency between meta-cognitive strategies such as imagery and sense awareness, group processes, the role of others in one’s own creative processes, and interactions between bodies and with the environment. As a result I describe how dancers build together a common improvisational space, which allows them to co-create and share their ideas mostly in non-verbal, non-propositional ways. I discuss the co-agency of such a process, showing that intentionality is distributed between dancers at each moment of improvisation and that they are mainly focused on supporting the ideas of others. I also discuss the medium of the body and the embodied response as central to dance improvisation practice. (shrink)