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  1. Fred Adams (2007). Review of Andrew Brook, Kathleen Akins (Eds.), Cognition and the Brain: The Philosophy and Neuroscience Movement. [REVIEW] Notre Dame Philosophical Reviews 2007 (2).
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  2. Kathleen Akins (1993). A Bat Without Qualities? In Martin Davies & Glyn W. Humphreys (eds.), Consciousness: Psychological and Philosophical Essays. Blackwell. 345--358.
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  3. Kathleen Akins & Philip Gerrans (2003). Introduction. Biology and Philosophy 18 (1):1-11.
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  4. Kathleen Akins & Martin Hahn (2000). The Peculiarity of Color. In Color Perception: Philosophical, Psychological, Artistic, and Computational Perspectives. New York: Oxford University Press.
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  5. Maria Albergato (2006). A Review Of: "The Mind and the Brain Neuroplasticity and the Power of Mental Force". [REVIEW] World Futures 62 (5):406 – 408.
    (2006). A Review of: “The Mind and the Brain Neuroplasticity and the Power of Mental Force”. World Futures: Vol. 62, No. 5, pp. 406-408.
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  6. John Allman & Jim Woodward (2008). What Are Moral Intuitions and Why Should We Care About Them? A Neurobiological Perspective. Philosophical Issues 18 (1):164-185.
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  7. Kristin Andrews, Vol. 6, No.
    The question of whether humans have free will, like the question of the meaning of life, is one whose answer depends on how the question itself is interpreted. In his recent book Neurophilosophy of Free Will: From Libertarian Illusions to a Concept of Natural Autonomy, Henrik Walter examines whether free will is possible in a deterministic natural world, and he concludes that the answer is "It depends" (xi). He rejects a libertarian account of free will as internally inconsistent, but argues (...)
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  8. Kristin Andrews (2003). Neurophilosophy of Free Will by Henrik Walter. Philo 6 (1):166-175.
  9. Kristin Andrews (2003). Neurophilosophy of Free Will: From Libertarian Illusions to a Concept of Natural Autonomy by Henrik Walter. Philo 6 (1):166-175.
  10. Daniel Ansari, Donna Coch & Bert de Smedt (2011). Connecting Education and Cognitive Neuroscience: Where Will the Journey Take Us? Educational Philosophy and Theory 43 (1):37-42.
    In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience. As a consequence great hopes for the application of empirical research on the human brain to educational problems have been raised. In this article we contend that the expectation that results from cognitive neuroscience research will have a direct and immediate impact on educational practice are shortsighted and unrealistic. Instead, we argue that an infrastructure needs to be created, principally through interdisciplinary training, funding (...)
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  11. Lutz Antoine, A. Thompson E., Lutz & D. Cosmelli, Neurophenomenology: An Introduction for Neurophilosophers in Cognition and the Brain : The Philosophy and Neuroscience Movement.
  12. William P. Bechtel & Robert N. McCauley (1999). Heuristic Identity Theory (or Back to the Future): The Mind-Body Problem Against the Background of Research Strategies in Cognitive Neuroscience. In Martin Hahn & S. C. Stoness (eds.), Proceedings of the 21st Annual Meeting of the Cognitive Science Society. Lawrence Erlbaum. 67-72.
    Functionalists in philosophy of mind traditionally raise two major arguments against the type identity theory: (1) psychological states are _multiply realizable_ so that there are no one-to-one mappings of psychological states onto neural states and (2) the most that evidence could ever establish is the _correlation_ of psychological and neural states, not their identity. We defend a variant on the traditional type identity theory which we call _heuristic identity theory_ (HIT) against both of these objections. Drawing its inspiration from scientific (...)
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  13. William Bechtel & Cory D. Wright (2009). What is Psychological Explanation? In P. Calvo & J. Symons (eds.), Routledge Companion to the Philosophy of Psychology. Routledge. 113--130.
    Due to the wide array of phenomena that are of interest to them, psychologists offer highly diverse and heterogeneous types of explanations. Initially, this suggests that the question "What is psychological explanation?" has no single answer. To provide appreciation of this diversity, we begin by noting some of the more common types of explanations that psychologists provide, with particular focus on classical examples of explanations advanced in three different areas of psychology: psychophysics, physiological psychology, and information-processing psychology. To analyze what (...)
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  14. Vincent Bergeron (2010). Neuroaesthetics Edited by Skov, Martin and Oshin Vartanian. Journal of Aesthetics and Art Criticism 68 (2):191-192.
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  15. Jose Luis Bermudez (2000). The Cognitive Neuroscience of Primitive Self-Consciousness. Psycoloquy 11 (35).
    Myin, Erik (2000) Direct Self-Consciousness (2)Bermúdez, José Luis (2000) Concepts and the Priority Principle (10)Bermúdez, José Luis (2000) Circularity, "I"-Thoughts and the Linguistic Requirement for Concept Possession (11)Meeks, Roblin R. (2000) Withholding Immunity: Misidentification, Misrepresentation, and Autonomous Nonconceptual Proprioceptive First-Person Content (12)Newen, Albert (2001) Kinds of Self-Consciousness (13)Bermudez, Jose Luis (2000) Direct Self-Consciousness (4)Bermudez, Jose Luis (2000) Prelinguistic Self-Consciousness (5)Gallese, Vittorio (2000) The Brain and the Self: Reviewing the Neuroscientific Evidence (6)Bermudez, Jose Luis (2000) The Cognitive Neuroscience of Primitive Self-Consciousness (...)
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  16. John Bickle (ed.) (2009). The Oxford Handbook of Philosophy and Neuroscience. Oxford University Press.
    The Oxford Handbook of Philosophy and Neuroscience is a state-of-the-art collection of interdisciplinary research spanning philosophy (of science, mind, and ...
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  17. John Bickle (1997). From Sensory Neuroscience to Neurophilosophy: Reflections on Llinas and Churchland's Mind-Brain Continuum. Philosophical Psychology 10 (4):523-530.
    Philosophers and psychologists seeking an accessible introduction to current neuroscience will find much value in this volume. Befitting the neuroscientific focus on sensory processes, many essays address explicitly the binding problem. Theoretical and experimental work pertaining to the “temporal synchronicity” solution is prominent. But there are also some surprising implications for current philosophical concerns, such as the intemalism/extemalism debate about representational content, epistemological realism, a “bottom-up” approach to naturalizing intentionality, Humean concerns about the self, and implications from phantom-limb phenomena. Higher-level (...)
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  18. Lisa Bortolotti (2009). Neurophilosophy at Work • by Paul Churchland. Analysis 69 (1):176-178.
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  19. Walter R. Brain (1951). Mind, Perception And Science. Blackwell Scientific.
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  20. Robert Briscoe (2011). The Elusive Experience of Agency. Topics in Cognitive Science 3 (2):262-267.
    I here present some doubts about whether Mandik’s (2010) proposed intermediacy and recurrence constraints are necessary and sufficient for agentive experience. I also argue that in order to vindicate the conclusion that agentive experience is an exclusively perceptual phenomenon (Prinz, 2007), it is not enough to show that the predictions produced by forward models of planned motor actions are conveyed by mock sensory signals. Rather, it must also be shown that the outputs of “comparator” mechanisms that compare these predictions against (...)
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  21. Robert Briscoe (2009). Egocentric Spatial Representation in Action and Perception. Philosophy and Phenomenological Research 79 (2):423 - 460.
    Neuropsychological findings used to motivate the "two visual systems" hypothesis have been taken to endanger a pair of widely accepted claims about spatial representation in conscious visual experience. The first is the claim that visual experience represents 3-D space around the perceiver using an egocentric frame of reference. The second is the claim that there is a constitutive link between the spatial contents of visual experience and the perceiver's bodily actions. In this paper, I review and assess three main sources (...)
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  22. Andrew Brook & Kathleen Akins (eds.) (2005). Cognition and the Brain: The Philosophy and Neuroscience Movement. Cambridge University Press.
    This volume provides an up to date and comprehensive overview of the philosophy and neuroscience movement, which applies the methods of neuroscience to traditional philosophical problems and uses philosophical methods to illuminate issues in neuroscience. At the heart of the movement is the conviction that basic questions about human cognition, many of which have been studied for millennia, can be answered only by a philosophically sophisticated grasp of neuroscience's insights into the processing of information by the human brain. Essays in (...)
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  23. Silvia A. Bunge & Michael J. Souza (2008). Neural Representations Used to Specify Action. In Silvia A. Bunge & Jonathan D. Wallis (eds.), Neuroscience of Rule-Guided Behavior. Oxford University Press.
  24. Robert G. Burton (1999). A Neurocomputational Approach to Abduction. Minds and Machines 9 (2):257-265.
    Recent developments in the cognitive sciences and artificial intelligence suggest ways of answering the most serious challenge to Peirce's notion of abduction. Either there is no such logical process as abduction or, if abduction is a form of inference, it is essentially unconscious and therefore beyond rational control so that it lacks any normative significance. Peirce himself anticipates and attempts to answer this challenge. Peirce argues that abduction is both a source of creative insight and a form of logical inference (...)
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  25. Charles A. Campbell (1953). Philosophy and Brain Physiology. Philosophical Quarterly 3 (January):51-56.
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  26. Stephen R. Campbell (2011). Educational Neuroscience: Motivations, Methodology, and Implications. Educational Philosophy and Theory 43 (1):7-16.
    ‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or dismiss some of (...)
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  27. Peter Carruthers (2013). Mindreading in Infancy. Mind and Language 28 (2):141-172.
    Various dichotomies have been proposed to characterize the nature and development of human mindreading capacities, especially in light of recent evidence of mindreading in infants aged 7 to 18 months. This article will examine these suggestions, arguing that none is currently supported by the evidence. Rather, the data support a modular account of the domain-specific component of basic mindreading capacities. This core component is present in infants from a very young age and does not alter fundamentally thereafter. What alters with (...)
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  28. Jean-Pierre Changeux & Paul Ricoeur (2002). What Makes Us Think? A Neuroscientist and a Philosopher Argue About Ethics, Human Nature, and the Brain. Princeton.
    In a remarkable exchange between neuroscientist Jean-Pierre Changeux and philosopher Paul Ricoeur, this book explores the vexed territory between these...
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  29. Anthony Chemero (2007). Asking What's Inside the Head: Neurophilosophy Meets the Extended Mind. [REVIEW] Minds and Machines 17 (3):345-351.
    In their historical overview of cognitive science, Bechtel, Abraham- son and Graham (1999) describe the field as expanding in focus be- ginning in the mid-1980s. The field had spent the previous 25 years on internalist, high-level GOFAI (“good old fashioned artificial intelli- gence” [Haugeland 1985]), and was finally moving “outwards into the environment and downards into the brain” (Bechtel et al, 1999, p.75). One important force behind the downward movement was Patricia Churchland’s Neurophilosophy (1986). This book began a movement bearing (...)
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  30. Richard D. Chessick (1953). Neurological Studies and Philosophical Problems. Philosophy of Science 20 (October):300-312.
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  31. Richard D. Chessick (1953). The Application of Neurological Studies in an Approach to Some Philosophical Problems. Philosophy of Science 20 (4):300-312.
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  32. Masudul Alam Choudhury & Mohammad Shahadat Hossain (2010). Neuro-Cybernetics of Socio-Scientific Systems. Mind and Society 9 (1):59-83.
    The field of information technology is broadened up to the domain of ‘learning’ systems and cybernetics. In covering this extension of the field due recourse is made to the epistemological basis of theory construction. When so comprehended, information technology becomes a philosophical inquiry on a variety of social, scientific and technological issues. A new idea that we refer to as neuro-cybernetics is born. The term neuro-cybernetics is used to delineate the epistemological field of system and cybernetic study. The above-mentioned phenomenological (...)
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  33. Ronald L. Chrisley, Learning in Non-Superpositional Quantum Neurocomputers.
    In both the search for ever smaller and faster computational devices, and the search for a computational understanding of biological systems such as the brain, one is naturally led to consider the possibility of computational devices the size of cells, molecules, atoms, or on even smaller scales. Indeed, it has been pointed out Braunstein, 1995] that if trends over the last forty years continue, we may reach atomic-scale computation by the year 2010 Keyes, 1988]. This move down in scale takes (...)
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  34. Y. Christen & P. S. Churchland (eds.) (1992). Neurophilosophy and Alzheimer's Disease. Springer-Verlag.
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  35. Wayne Christensen & John Michael (2013). Ian Apperly, Mindreaders: The Cognitive Basis of Theory of Mind. [REVIEW] Phenomenology and the Cognitive Sciences 12 (4):907-914.
  36. Patricia S. Churchland (2002). Brain-Wise: Studies in Neurophilosophy. MIT Press.
    A neurophilosopher?s take on the self, free will, human understanding, and the experience of God, from the perspective of the brain.
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  37. Patricia S. Churchland (1990). Is Neuroscience Relevant to Philosophy? Canadian Journal of Philosophy 323 (Supplement):323-341.
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  38. Patricia S. Churchland (1988). Replies. Biology and Philosophy 3 (3):893-904.
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  39. Patricia S. Churchland (1988). Replies to Reviews of Psychology's Place in the Science of the Mind/Brain. Biology and Philosophy 3 (July):393-402.
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  40. Patricia S. Churchland (1987). Epistemology in the Age of Neuroscience. Journal of Philosophy 84 (October):546-53.
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  41. Patricia S. Churchland (1986). Neurophilosophy: Toward A Unified Science of the Mind-Brain. MIT Press.
    This is a unique book. It is excellently written, crammed with information, wise and a pleasure to read.' ---Daniel C. Dennett, Tufts University.
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  42. Patricia S. Churchland (1986). Replies to Comments to Symposium on Patricia Smith Churchland's Neurophilosophy. Inquiry 29 (June):241-272.
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  43. Patricia S. Churchland (1980). A Perspective on Mind-Brain Research. Journal of Philosophy 77 (April):185-207.
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  44. Patricia Smith Churchland, The Impact of Neuroscience on Philosophy.
    Philosophy, in its traditional guise, addresses questions where experimental science has not yet nailed down plausible explanatory theories. Thus, the ancient Greeks pondered the nature of life, the sun, and tides, but also how we learn and make decisions. The history of science can be seen as a gradual process whereby speculative philosophy cedes intellectual space to increasingly wellgrounded experimental disciplines—first astronomy, but followed by physics, chemistry, geology, biology, archaeology, and more recently, ethology, psychology, and neuroscience. Science now encompasses plausible (...)
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  45. Patricia Smith Churchland (2002). Brain Wise. The MIT Press.
    A neurophilosopher?s take on the self, free will, human understanding, and the experience of God, from the perspective of the brain.
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  46. Paul M. Churchland (2007). Neurophilosophy at Work. Cambridge University Press.
    In this collection of essays, Paul Churchland explores the unfolding impact of the several empirical sciences of the mind, especially cognitive neurobiology and computational neuroscience on a variety of traditional issues central to the discipline of philosophy. Representing Churchland's most recent research, they continue his research program, launched over thirty years ago, and which has evolved into the field of neurophilosophy.
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  47. Paul M. Churchland (2006). Into the Brain: Where Philosophy Should Go From Here. [REVIEW] Topoi 25 (1-2):29-32.
    The maturation of the cognitive neurosciences will throw light on many central philosophical issues. Among them: semantic theory, perception, learning, social and moral knowledge, and practical reasoning and decision making. As contemporary medicine cannot do without the achievements of modern biology, philosophy would be pitiful if it disregarded the achievements of brain research.
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  48. Paul M. Churchland (2005). Chimerical Colors: Some Phenomenological Predictions From Cognitive Neuroscience. Philosophical Psychology 18 (5):527-560.
    The Hurvich-Jameson (H-J) opponent-process network offers a familiar account of the empirical structure of the phenomenological color space for humans, an account with a number of predictive and explanatory virtues. Its successes form the bulk of the existing reasons for suggesting a strict identity between our various color sensations on the one hand, and our various coding vectors across the color-opponent neurons in our primary visual pathways on the other. But anti-reductionists standardly complain that the systematic parallels discovered by the (...)
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  49. Paul M. Churchland (2002). Outer Space and Inner Space: The New Epistemology. Proceedings and Addresses of the American Philosophical Association 76 (2):25-48.
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  50. Paul M. Churchland (1998). The Neural Representation of the Social World. In The Digital Phoenix. Cambridge: Blackwell.
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