In this response, we clarify several misunderstandings of the understanding/acceptance principle and defend our specific operationalization of that principle. We reiterate the importance of addressing the problem of rational task construal and we elaborate the notion of computational limitations contained in our target article. Our concept of thinking dispositions as variable intentional-level styles of epistemic and behavioral regulation is explained, as is its relation to the rationality debate. Many of the suggestions of the commentators for elaborating two-process models are easily (...) integrated into our generic dual-process account. We further explicate how we view the relation between System 1 and System 2 and evolutionary and normative rationality. We clarify our attempt to fuse the contributions of the cognitive ecologists with the insights of the original heuristics and biases researchers. (shrink)

Severity of Test (SoT) is an alternative to Popper's logical falsification that solves a number of problems of the logical view. It was presented by Popper himself in 1963. SoT is a less sophisticated probabilistic model of hypothesis testing than Oaksford & Chater's (O&C's) information gain model, but it has a number of striking similarities. Moreover, it captures the intuition of everyday hypothesis testing.

Metalogic is an open-ended cognitive, formal methodology pertaining to semantics and information processing. The language that mathematizes metalogic is known as metalanguage and deals with metafunctions purely by extension on patterns. A metalogical process involves an effective enrichment in knowledge as logical statements, and, since human cognition is an inherently logic–based representation of knowledge, a metalogical process will always be aimed at developing the scope of cognition by exploring possible cognitive implications reflected on successive levels of abstraction. Indeed, it is (...) basically impracticable to maintain logic–and–metalogic without paying heed to cognitive theorizing. For it is cognitively irrelevant whether possible conclusions are deduced from some premises before the premises are determined to be true or whether the premises themselves are determined to be true first and, then, the conclusions are deduced from them. In this paper we consider the term metalogic as inherently embodied under the framework referred to as cognitive science and mathematics. We propose a metalogical interpretation of Arrow’s impossibility theorem and, to that end, choice theory is understood as a mental course of action dealing with logic and metalogic issues, in which a possible mathematical approach to model a mental course of action is adopted as a systematic operating method. Nevertheless, if we look closely at the core of Arrow’s impossibility theorem in terms of metalogic, a second fundamental contribution to this framework is represented by the Nash equilibrium. As a result of the foregoing, therefore, we prove the metalogical equivalence between Arrow’s impossibility theorem and the existence of the Nash equilibrium. More specifically, Arrow’s requirements correspond to the Nash equilibrium for finite mixed strategies with no symmetry conditions. To demonstrate this proof, we first verify that Arrow’s set and Nash’s set are isomorphic to each other, both sets being under stated conditions of non–symmetry. Then, the proof is completed by virtue of category theory. Indeed, the two sets are categories that correspond biuniquely to one another and, thus, it is possible to define a covariant functor that preserves their mutual structures. According to this, we show the proof–dedicated metalanguage as a precursor to a special equivalence theorem. (shrink)

Human cognition requires coping with a complex and uncertain world. This suggests that dealing with uncertainty may be the central challenge for human reasoning. In Bayesian Rationality we argue that probability theory, the calculus of uncertainty, is the right framework in which to understand everyday reasoning. We also argue that probability theory explains behavior, even on experimental tasks that have been designed to probe people's logical reasoning abilities. Most commentators agree on the centrality of uncertainty; some suggest that there is (...) a residual role for logic in understanding reasoning; and others put forward alternative formalisms for uncertain reasoning, or raise specific technical, methodological, or empirical challenges. In responding to these points, we aim to clarify the scope and limits of probability and logic in cognitive science; explore the meaning of the explanation of cognition; and re-evaluate the empirical case for Bayesian rationality. (shrink)

Space and time, which should properly be taken conjointly, are both communicatively produced and created with certain contextual perspectives—they are not independent physical entities. The standpoint of production makes the relationship between space and time comprehensible. They can either be mental-subjective, physical-objective, or social-intersubjective. Social and intersubjective (or E-series) spacetime might shed new light on biological thinking. For general readers, this paper provides a clue regarding an alternative conceptualization of spacetime based on biology.

Objections to Searle's argument for the Connection Principle and its consequences (Searle 1990a) fall roughly into three categories: (1) those that focus on problems with the _argument_ for the Connection Principle; (2) those that focus on problems in understanding the _conclusion_ of this argument; (3) those that focus on whether the conclusion has the _consequences_ Searle claims for it. I think the Connection Principle is both true and important, but I do not think that Searle's argument establishes it. The problem (...) with the argument is that it either begs the question or proves too much. (shrink)

One of the most debated questions in psychology and cognitive science is the nature and the functioning of the mental processes involved in deductive reasoning. However, all existing theories refer to a specific deductive domain, like syllogistic, propositional or relational reasoning.Our goal is to unify the main types of deductive reasoning into a single set of basic procedures. In particular, we bring together the microtheories developed from a mental models perspective in a single theory, for which we provide a formal (...) foundation. We validate the theory through a computational model (UNICORE) which allows fine‐grained predictions of subjects' performance in different reasoning domains.The performance of the model is tested against the performance of experimental subjects—as reported in the relevant literature—in the three areas of syllogistic, relational and propositional reasoning. The computational model proves to be a satisfactory artificial subject, reproducing both correct and erroneous performance of the human subjects. Moreover, we introduce a developmental trend in the program, in order to simulate the performance of subjects of different ages, ranging from children (3–6) to adolescents (8–12) to adults (>21). The simulation model performs similarly to the subjects of different ages.Our conclusion is that the validity of the mental model approach is confirmed for the deductive reasoning domain, and that it is possible to devise a unique mechanism able to deal with the specific subareas. The proposed computational model (UNICORE) represents such a unifying structure. (shrink)

The representational nature of human cognition and thought in general has been a source of controversies. This is particularly so in the context of studies of unconscious cognition, in which representations tend to be ontologically and structurally segregated with regard to their conscious status. However, it appears evolutionarily and developmentally unwarranted to posit such segregations, as,otherwise, artifact structures and ontologies must be concocted to explain them from the viewpoint of the human cognitive architecture. Here, from a by-and-large Classical cognitivist viewpoint, (...) I show why this segregation is wrong, and elaborate on the need to postulate an ontological and structural continuity between unconscious and conscious representations. Specifically, I hypothesize that this continuity is to be found in the symbolic-based interplay between the syntax and the semantics of thought, and I propose a model of human information processing characterized by the integration of syntactic and semantic representations. (shrink)

Children's competence to refuse or consent to medical treatment or surgery tends to be discussed in terms of the child's ability or maturity. This paper argues that the social context also powerfully influences the child's capacity to consent. Inner attributes and external influences are discussed using an analogy of the genes and the stars.

Perhaps there has been no greater opportunity than in this “VOLUME FIFTEEN of our Death And Anti-Death set of anthologies” to write about how might think about life and how to avoid death. There are two reasons to discuss “life”, the first being enhancing our understanding of who we are and why we may be here in the Universe. The second is more practical: how humans meet the physical challenges brought about by the way they have interacted with their environment. (...) Many persons discussing “life” beg the question about what “life” is. Surely, when one discusses how to overcome its opposite, death, they are not referring to another “living” thing such as a plant. There seems to be a commonality, though, and it is this commonality is one needing elaboration. It ostensibly seems to be the boundary condition separating what is completely passive (inert) from what attempts to maintain its integrity, as well as fulfilling other conditions we think “life” has. In our present discussion, there will be a reminder that it by no means has been unequivocally established what life really is by placing quotes around the word, namely, “life”. Consider it a tag representing a bundle of philosophical ideas that will be unpacked in this paper. (shrink)

This paper attempts to investigate five and six-year old children’s ability to formulate logical reasoning. More specifically, our interest focuses on the investigation of young children’s ability to use arguments based on logical reasoning. Can pre-school children build arguments based on logical reasoning such as deductive reasoning, or forms of indirect reasoning? Can teaching contribute to the development of you children’s ability to manipulate logical reasoning in the forms previously mentioned? These are the basic questions we attempt to answer in (...) this paper. Thirteen pre-school children participated in the study. The children were involved in organized dialogues in order to investigate their ability to build logical argumentation. Our findings showed that the children had the ability to use arguments with structures, resembling reasoning found in formal logic such as deductive reasoning, inductive reasoning, as well as reasoning based on the law of excluded middle. (shrink)