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  1. Norman Abeles (1996). Ethical Conflicts in Psychology (Book). Ethics and Behavior 6 (1):71 – 74.
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  2. Joseph Agassi, Brainwashing.
    The word "brain-washing", translated from Chinese communist jargon, is a very strong metaphor, first popularized by Robert Jay Lifto n. It vividly describes one person interfering with the personality make-up of another, removing the other's ideology and replacing it, and similarly tampering with the other's tastes, pool of information to rely upon and whatever else goes into the make-up of the other's personality. Clearly, in some sense or another everyone interferes with the personality of people with whom they interact; yet (...)
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  3. Alfred Allan (2013). Are Human Rights Redundant in the Ethical Codes of Psychologists? Ethics and Behavior 23 (4):251-265.
    The codes of ethics and conduct of a number of psychology bodies explicitly refer to human rights, and the American Psychological Association recently expanded the use of the construct when it amended standard 1.02 of the Ethical Principles of Psychologists and Code of Conduct. What is unclear is how these references to human rights should be interpreted. In this article I examine the historical development of human rights and associated constructs and the contemporary meaning of human rights. As human rights (...)
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  4. Colin Allen & Marc Bekoff (1994). Intentionality, Social Play, and Definition. Biology and Philosophy 9 (1):63-74.
    Social play is naturally characterized in intentional terms. An evolutionary account of social play could help scientists to understand the evolution of cognition and intentionality. Alexander Rosenberg (1990) has argued that if play is characterized intentionally or functionally, it is not a behavioral phenotype suitable for evolutionary explanation. If he is right, his arguments would threaten many projects in cognitive ethology. We argue that Rosenberg's arguments are unsound and that intentionally and functionally characterized phenotypes are a proper domain for ethological (...)
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  5. Donald Anders‐Richards (1975). Humanistic Psychology and Morality. Journal of Moral Education 4 (2):105-110.
    Abstract: The place of the encounter group within the framework of humanistic psychology is examined and an assessment of the moral significance of the humanistic psychology movement and the encounter group technique is attempted. Some contemporary moral objections to the technique, and to its implied moral dangers, are outlined and answered.
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  6. William Angelette (1990). Philosophy And A Career In Counseling. International Journal of Applied Philosophy 5 (2):73-75.
    Ontic Therapy is briefly defined. I discuss the early context within which the development of Ontic Therapy unfolds and provide the reader some preliminary heuristic tools for engaging in this novel therapy.
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  7. Marcus Arvan (2013). “A Lot More Bad News for Conservatives, and a Little Bit of Bad News for Liberals? Moral Judgments and the Dark Triad Personality Traits: A Follow-Up Study”. Neuroethics 6 (1):51-64.
    In a recent study appearing in Neuroethics, I reported observing 11 significant correlations between the “Dark Triad” personality traits – Machiavellianism, Narcissism, and Psychopathy – and “conservative” judgments on a 17-item Moral Intuition Survey. Surprisingly, I observed no significant correlations between the Dark Triad and “liberal” judgments. In order to determine whether these results were an artifact of the particular issues I selected, I ran a follow-up study testing the Dark Triad against conservative and liberal judgments on 15 additional moral (...)
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  8. Luis M. Augusto (2013). Freud, Jung, Lacan: Sobre o inconsciente. Universidade do Porto.
    Introduction - From the Illiad to the Studies on Hysteria: A chronology of the discovery of the unconscious mind - Freud's theories of the unconscious mind - Jung's collective unconscious - Lacan's linguistic paradigm.
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  9. Robert S. Avens (1982). Heidegger and Archetypal Psychology.
    Heidegger's notion of dasein, Understood as the pre-Conceptual togetherness of man and world, Is deepened by going back to the "beginnings" of this togetherness in the imaginal (archaic) psyche, Which archetypal psychology, Founded by james hillman, Envisions--In the wake of the platonic tradition--As part of the "anima mundi". As a result the phenomenological call "back to the things themselves" is redefined in the sense of "back to the images themselves." imagination in its fully creative import is seen as equivalent to (...)
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  10. A. H. Bachhuber (1938). General Psychology. Modern Schoolman 15 (2):43-44.
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  11. Andrew H. Bachhuber (1957). Sense-Lines. Modern Schoolman 35 (1):62-62.
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  12. Daniela Bailer-Jones, Monika Dullstein & Sabina Pauen (eds.) (2007). Kausales Denken: Philosophische und Psychologische Perspektiven. Mentis.
    Kausales Denken spielt sowohl im Alltag wie auch im wissenschaftlichen Forschungsprozess eine zentrale Rolle. Es erlaubt uns, Phänomene vorherzusagen, zu kontrollieren und zu verstehen. Kausales Denken geht über die Angabe der Ursachen eines Phänomens hinaus: Wollen wir verstehen, warum ein Fahrrad fährt, so versuchen wir, Schritt für Schritt nachzuvollziehen, wie die einzelnen Bestandteile des Fahrrads zusammenwirken, um miteinander die Bewegung zu produzieren. Wir sind an dem Mechanismus interessiert, durch den das Phänomen zustande kommt. Dieses Vorgehen wird in der Wissenschaftsphilosophie wie (...)
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  13. Christiane Bailey (2011). The Genesis of Existentials in Animal Life: Heidegger's Appropriation of Aristotle's Ontology of Life. Heidegger Circle Proceedings 1 (1):199-212.
    Paper presented at the Heidegger Circle 2011. Although Aristotle’s influence on young Heidegger’s thought has been studied at length, such studies have almost exclusively focused on his interpretation of Aristotle’s ethics, physics and metaphysics. I will rather address Heidegger’s appropriation of Aristotle’s ontology of life. Focusing on recently published or recently translated courses of the mid 20’s (mainly SS 1924, WS 1925-26 and SS 1926), I hope to uncover an important aspect of young Heidegger’s thought left unconsidered: namely, that Dasein’s (...)
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  14. Dominic J. Balestra (1974). "The Principles of Genentic Epistemology," by Jean Piaget, Trans., with an Introduction by Wolfe Mays. Modern Schoolman 52 (1):105-107.
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  15. Lawrence W. Barsalou (2010). Introduction to 30th Anniversary Perspectives on Cognitive Science: Past, Present, and Future. Topics in Cognitive Science 2 (3):322-327.
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  16. Bert Baumgaertner (2014). Smooth Yet Discrete: Modeling Both Non-Transitivity and the Smoothness of Graded Categories With Discrete Classification Rules. [REVIEW] Minds and Machines 24 (3):353-370.
    Many of our categorization experiences are non-transitive. For some objects a, b and c, a and b can appear indistinguishable, and likewise b and c, but a and c can appear distinguishable. Many categories also appear to be smooth; transitions between cases are not experienced as sharp, but rather as continuous. These two features of our categorization experiences tend to be addressed separately. Moreover, many views model smoothness by making use of infinite degrees. This paper presents a methodological strategy that (...)
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  17. Paul Richard Blum (2013). Péter Pázmánys Seelenlehre. In Alinka Ajkay Rita Bajáki (ed.), Pázmány Nyomában. Tanulmányok Hargittay Emil tiszteletére. Mondat.
    Péter Pázmány taught philosophy at the Jesuit university of Graz, end of 16th century. This analyzes his interpretation of Aristotelian psychology.
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  18. Lisa Bortolotti & Matteo Mameli (2006). Deception in Psychology : Moral Costs and Benefits of Unsought Self-Knowledge. Accountability in Research 13:259-275.
    Is it ethical to deceive the individuals who participate in psychological experiments for methodological reasons? We argue against an absolute ban on the use of deception in psychological research. The potential benefits of many psychological experiments involving deception consist in allowing individuals and society to gain morally significant self-knowledge that they could not otherwise gain. Research participants gain individual self-knowledge which can help them improve their autonomous decision-making. The community gains collective self-knowledge that, once shared, can play a role in (...)
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  19. Stanley L. Brodsky, Tess M. S. Neal & Michelle A. Jones (2013). A Reasoned Argument Against Banning Psychologists' Involvement in Death Penalty Cases. Ethics and Behavior 23 (1):62-66.
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  20. Janet L. Brody, John P. Gluck & Alfredo S. Aragon (2000). Participants' Understanding of the Process of Psychological Research: Debriefing. Ethics and Behavior 10 (1):13 – 25.
    In a broad-based study of experiences in psychological research, 65 undergraduates participating in a wide range of psychological experiments were interviewed in depth. Overall findings demonstrated that participants hold varying views, with only 32% of participants characterizing their experiences as completely positive. Participants' descriptions of their debriefing experiences suggest substantial variability in the content, format, and general quality of debriefing practices. Just over 40% of the debriefing experiences were viewed favorably. Positive debriefing experiences were described as including a thorough explanation (...)
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  21. Alan Willard Brown (1947). The Place of Psychology in an Ideal University: The Report of the Univer. Review of Metaphysics 1 (1).
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  22. Elliot C. Brown & Martin Brüne (2012). Evolution of Social Predictive Brains? Frontiers in Psychology 3 (414).
    A commentary on: -/- Whatever next? Predictive brains, situated agents, and the future of cognitive science, by Clark, A. (in press). Behav. Brain Sci.
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  23. Nicolas J. Bullot & Rolf Reber (2013). The Artful Mind Meets Art History: Toward a Psycho-Historical Framework for the Science of Art Appreciation. Behavioral and Brain Sciences 36 (2):123-180.
    Research seeking a scientific foundation for the theory of art appreciation has raised controversies at the intersection of the social and cognitive sciences. Though equally relevant to a scientific inquiry into art appreciation, psychological and historical approaches to art developed independently and lack a common core of theoretical principles. Historicists argue that psychological and brain sciences ignore the fact that artworks are artifacts produced and appreciated in the context of unique historical situations and artistic intentions. After revealing flaws in the (...)
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  24. James N. Butcher & Kenneth S. Pope (1993). Seven Issues in Conducting Forensic Assessments: Ethical Responsibilities in Light of New Standards and New Tests. Ethics and Behavior 3 (3 & 4):267 – 288.
    The publication of a new ethics code for the American Psychological Association (1992), new guidelines (Committee on Ethical Guidelines for Forensic Psychologists, 1991), and two new versions of the Minnesota Multiphasic Personality Inventory (the MMPI-2, Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989; and the MMPI-A, Butcher et al., 1992) provide an opportunity to review ethical aspects of forensic assessment. Seven major issues-appropriate graduate training, competence in the use of standardized tests, using tests that fit the task, using tests that fit (...)
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  25. Raffaele Calabretta (2010). A Hypertextual Novel That Dramatizes the Process of Its Creation and Proposes Techniques to Increase Creativity. Biological Theory 5 (2):102-105.
    ABSTRACT "Why can’t I decide to be happy?" This is the question that encapsulates the meaning behind Gabriele’s story, the main character of the novel Il film delle emozioni (The Movie of Emotions; Calabretta 2007a, in Italian). Gabriele is a victim of his negative emotions, and is completely in the power of his self-blame and self-devaluative thinking, which he learns to change only at the end of the novel, thanks to creativity and to the artistic expression of his own traumatic (...)
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  26. Wayne Christensen & John Sutton (2012). Reflections on Emotions, Imagination, and Moral Reasoning Toward an Integrated, Multidisciplinary Approach to Moral Cognition. In Robyn Langdon & Catriona Mackenzie (eds.), Emotions, Imagination, and Moral Reasoning. Psychology Press. 327-347.
    B eginning with the problem of integrating diverse disciplinary perspectives on moral cognition, we argue that the various disciplines have an interest in developing a common conceptual framework for moral cognition research. We discuss issues arising in the other chapters in this volume that might serve as focal points for future investigation and as the basis for the eventual development of such a framework. These include the role of theory in binding together diverse phenomena and the role of philosophy in (...)
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  27. Nicolas Claidière, Yasmina Jraissati & Coralie Chevallier (2008). A Colour Sorting Task Reveals the Limits of the Universalist/Relativist Dichotomy. Journal of Culture and Cognition 8:211-233.
    We designed a new protocol requiring French adult participants to group a large number of Munsell colour chips into three or four groups. On one, relativist, view, participants would be expected to rely on their colour lexicon in such a task. In this [ramework, the resulting groups should be more similar to French colour categories than to other languages categories. On another, universalist, view, participants would be expected to rely on universal features of perception. In this second framework, the resulting (...)
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  28. Charles R. Clark (1993). Social Responsibility Ethics: Doing Right, Doing Good, Doing Well. Ethics and Behavior 3 (3 & 4):303 – 327.
    The ethics of social responsibility is discussed in reference to six case vignettes drawn from forensic psychology. A definitional model of social responsibility is proposed, and two unequal components of the concept - respect for the individual and concern for social welfare - are identified. The sources of ethical conflict in regard to social responsibility are enumerated. Scholarly criticism of the value orientation of forensic psychology is reviewed, and forensic psychology is contrasted with social policy advocacy efforts made by organized (...)
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  29. Miguel Clemente, Pablo Espinosa & Javier Urra (2011). Ethical Issues in Psychologists' Professional Practice: Agreement Over Problematic Professional Behaviors Among Spanish Psychologists. Ethics and Behavior 21 (1):13-34.
    A sample of 703 Spanish psychologists completed an online survey containing 114 behaviors related to professional practice in different areas. The aim of the study was to learn which professional behaviors create ethical dilemmas most often for psychologists and how they respond to these issues. Findings suggest that psychologists who have actually faced a particular dilemma are less strict on judging the inappropriateness of a possible ethical transgression than those psychologists who have not experienced it. Also, four clusters can be (...)
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  30. Harvey Cormier (2011). A Fairly Short Response to a Really Short Refutation. Journal of Philosophical Research 36:35-41.
    Brian Ribeiro argues that the pragmatic theory of truth massively misrepresents the actual use of the terms “true” and “truth.” Truths, he observes, can be distinguished from “illusions.” The latter misrepresent reality and the former do not. Psychologists, as they report on the way mentally healthy people commonly overestimate themselves, draw just this distinction. They tell us of many beliefs that are “adaptive” but illusory. Pragmatists cannot draw this distinction because their theory explains truth as adaptiveness. Therefore no sensible person (...)
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  31. Helen De Cruz & Pierre Pica (2008). Knowledge of Number and Knowledge of Language: Number as a Test Case for the Role of Language in Cognition. Philosophical Psychology 21 (4):437 – 441.
    The relationship between language and conceptual thought is an unresolved problem in both philosophy and psychology. It remains unclear whether linguistic structure plays a role in our cognitive processes. This special issue brings together cognitive scientists and philosophers to focus on the role of language in numerical cognition: because of their universality and variability across languages, number words can serve as a fruitful test case to investigate claims of linguistic relativism.
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  32. Stanislas Dehaene, Véronique Izard, Pierre Pica & Elizabeth Spelke (2009). Response to Comment on "Log or Linear? Distinct Intuitions on the Number Scale in Western and Amazonian Indigene Cultures&Quot;. Science 323 (5910):38.
    The performance of the Mundurucu on the number-space task may exemplify a general competence for drawing analogies between space and other linear dimensions, but Mundurucu participants spontaneously chose number when other dimensions were available. Response placement may not reflect the subjective scale for numbers, but Cantlon et al.'s proposal of a linear scale with scalar variability requires additional hypotheses that are problematic.
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  33. Stanislas Dehaene, Véronique Izard, Pierre Pica & Elizabeth Spelke (2006). Core Knowledge of Geometry in an Amazonian Indigene Group. Science 311 (5759)::381-4.
    Does geometry constitues a core set of intuitions present in all humans, regarless of their language or schooling ? We used two non verbal tests to probe the conceptual primitives of geometry in the Munduruku, an isolated Amazonian indigene group. Our results provide evidence for geometrical intuitions in the absence of schooling, experience with graphic symbols or maps, or a rich language of geometrical terms.
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  34. Jonathan T. Delafield-Butt & Nivedita Gangopadhyay (2013). Sensorimotor Intentionality. Developmental Review 33 (4):399-425.
    Efficient prospective motor control, evident in human activity from birth, reveals an adaptive intentionality of a primary, pre-reflective, and pre-conceptual nature that we identify here as sensorimotor intentionality. We identify a structural continuity between the emergence of this earliest form of prospective movement and the structure of mental states as intentional or content-directed in more advanced forms. We base our proposal on motor control studies, from foetal observations through infancy. These studies reveal movements are guided by anticipations of future effects, (...)
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  35. Liam P. Dempsey & Itay Shani (2013). Stressing the Flesh: In Defense of Strong Embodied Cognition. Philosophy and Phenomenological Research 86 (3):590-617.
    In a recent paper, Andy Clark (2008) has argued that the literature on embodied cognition reveals a tension between two prominent strands within this movement. On the one hand, there are those who endorse what Clark refers to as body-centrism, a view which emphasizes the special contribution made by the body to a creature’s mental life. Among other things, body centrism implies that significant differences in embodiment translate into significant differences in cognition and consciousness. On the other hand, there are (...)
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  36. Mark R. Diamond & Daniel D. Reidpath (1992). Psychology Ethics Down Under: A Survey of Student Subject Pools in Australia. Ethics and Behavior 2 (2):101 – 108.
    A survey of the 37 psychology departments offering courses accredited by the Australian Psychological Society yielded a 92% response rate. Sixty-eight percent of departments employed students as research subjects, with larger departments being more likely to do so. Most of these departments drew their student subject pools from introductory courses. Student research participation was strictly voluntary in 57% of these departments, whereas 43% of the departments have failed to comply with normally accepted ethical standards. It is of great concern that (...)
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  37. Eric Dietrich (2000). Analogy and Conceptual Change, or You Can't Step Into the Same Mind Twice. In Eric Dietrich Art Markman (ed.), Cognitive Dynamics: Conceptual change in humans and machines. Lawrence Erlbaum. 265--294.
    Sometimes analogy researchers talk as if the freshness of an experience of analogy resides solely in seeing that something is like something else -- seeing that the atom is like a solar system, that heat is like flowing water, that paint brushes work like pumps, or that electricity is like a teeming crowd. But analogy is more than this. Analogy isn't just seeing that the atom is like a solar system; rather, it is seeing something new about the atom, an (...)
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  38. Birgitta Dresp (1997). On Illusory Contours and Their Fucntional Significance. Current Psychology of Cognition 16:489-518.
    This article discusses the reasons why illusory contours are likely to result from adaptive perceptual mechanisms that have evolved across species to promote behavioral success.
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  39. Birgitta Dresp & Claude Bonnet (1993). Psychophysical Measures of Illusory Form: Further Evidence for Local Mechanisms. Vision Research 33:759-766.
    Detection thresholds for a small light spot were measured at various distances from the colinear inucer edges of white inducing elements on a dark background. The data show that thresholds are elevated when the target is located close to one or more inducing element(s). Threshold elevations diminish with increasing distance of the target from colinear edges and decreasing surface size of the inducing elements. gradients show the same tendencies. Tbe present observations add empirical support to the idea that illusory figures (...)
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  40. Birgitta Dresp & Claude Bonnet (1991). Psychophysical Evidence for Low-Level Processing of Illusory Contours and Surfaces in the Kanizsa Square. Vision Research 31:1813-1817.
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  41. Birgitta Dresp, Severine Durand & Stephen Grossberg (2002). Depth Perception From Pairs of Overlapping Cues in Pictorial Displays. Spatial Visions 15:255-276.
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  42. Birgitta Dresp & Jean Lorenceau (1990). Apparent Brightness Enhancement in the Kanizsa Square with and Without Illusory Contours. Perception 19:483-489.
    The perceived strength of darkness enhancement in the centre of surfaces surrounded or not surrounded by illusory contours was investigated as a function of proximity of the constituent elements of the display and their angular size. Magnitude estimation was used to measure the perception of the darkness phenomenon in white-on-grey stimuli. Darkness enhancement was perceived in both types of the stimuli used, but more strongly in the presence of illusory contours. In both cases, perceived darkness enhancement increased with increasing proximity (...)
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  43. Varun Dutt, Horacio Arlo-Costa, Jeffrey Helzner & Cleotilde Gonzalez (2014). The Description–Experience Gap in Risky and Ambiguous Gambles. Journal of Behavioral Decision Making 27 (4):316-327.
  44. Robert M. Ellis (2013). Middle Way Philosophy 2: The Integration of Desire. Lulu.
    An argument that there is a common pattern in conflict between desires and the dialectical integration of those conflicts, at both individual and socio-political levels. Philosophical, psychological, poltical and Buddhist approaches to integration are brought together here to show how the integration of desire contributes to moral objectivity.
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  45. Robert Epstein (1977). A Listing of the Published Works. Behaviorism 5 (1):99-110.
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  46. Mirko Farina (2013). Neither Touch nor Vision: Sensory Substitution as Artificial Synaesthesia? Biology and Philosophy 28 (4):639-655.
    Block (Trends Cogn Sci 7:285–286, 2003) and Prinz (PSYCHE 12:1–19, 2006) have defended the idea that SSD perception remains in the substituting modality (auditory or tactile). Hurley and Noë (Biol Philos 18:131–168, 2003) instead argued that after substantial training with the device, the perceptual experience that the SSD user enjoys undergoes a change, switching from tactile/auditory to visual. This debate has unfolded in something like a stalemate where, I will argue, it has become difficult to determine whether the perception acquired (...)
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  47. Marco Fenici (2013). Il test della falsa credenza. Analytical and Philosophical Explanation 8:1-56.
    La ricerca empirica nelle scienze cognitive può essere di supporto all’indagine filosofica sullo statuto ontologico e epistemologico dei concetti mentali, ed in particolare del concetto di credenza. Da oltre trent’anni gli psicologi utilizzano il test della falsa credenza per valutare la capacità dei bambini di attribuire stati mentali a se stessi e a agli altri. Tuttavia non è stato ancora pienamente compreso né quali requisiti cognitivi siano necessari per passare il test né quale sia il loro sviluppo. In questo articolo (...)
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  48. Marco Fenici (2012). Embodied Social Cognition and Embedded Theory of Mind. Biolinguistics 6 (3--47):276--307.
    Embodiment and embeddedness define an attractive framework to the study of cognition. I discuss whether theory of mind, i.e. the ability to attribute mental states to others to predict and explain their behaviour, fits these two principles. In agreement with available evidence, embodied cognitive processes may underlie the earliest manifestations of social cognitive abilities such as infants’ selective behaviour in spontaneous-response false belief tasks. Instead, late theory-of-mind abilities, such as the capacity to pass the (elicited-response) false belief test at age (...)
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  49. Andrew A. Fingelkurts & Alexander A. Fingelkurts (forthcoming). Attentional State: From Automatic Detection to Willful Focused Concentration. In G. Marchetti, G. Benedetti & A. Alharbi (eds.), Attantion and Meaning. The Attentional Basis of Meaning. Nova Science Publishers, Inc.
    Despite the fact that attention is a core property of all perceptual and cognitive operations, our understanding of its neurophysiological mechanisms is far from complete. There are many theoretical models that try to fill this gap in knowledge, though practically all of them concentrate only on either involuntary (bottom-up) or voluntarily (top-down) aspect of attention. At the same time, both aspects of attention are rather integrated in the living brain. In this chapter we attempt to conceptualise both aspects of attentional (...)
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  50. Elizabeth H. Flanagan (2000). Essentialism and a Folk-Taxonomic Approach to the Classification of Psychopathology. Philosophy, Psychiatry, and Psychology 7 (3):183-189.
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