David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Neuroethics 1 (1):19-30 (2008)
Brain images are used both as scientific evidence and to illustrate the results of neuroimaging experiments. These images are apt to be viewed as photographs of brain activity, and in so viewing them people are prone to assume that they share the evidential characteristics of photographs. Photographs are epistemically compelling, and have a number of characteristics that underlie what I call their inferential proximity. Here I explore the aptness of the photography analogy, and argue that although neuroimaging does bear important similarities to photography, the details of the generation and analysis of neuroimages significantly complicate the relation of the image to the data. Neuroimages are not inferentially proximate, but their seeming so increases the potential for misinterpretation. This suggests caution in appealing to such images in the public domain.
|Keywords||Functional magnetic resonance imaging Neuroimaging Inferential distance|
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Citations of this work BETA
Hans C. Breiter, Martin Block, Anne J. Blood, Bobby Calder, Laura Chamberlain, Nick Lee, Sherri Livengood, Frank J. Mulhern, Kalyan Raman, Don Schultz, Daniel B. Stern, Vijay Viswanathan & Fengqing Zhang (2015). Redefining Neuromarketing as an Integrated Science of Influence. Frontiers in Human Neuroscience 8.
Robyn Bluhm (2013). New Research, Old Problems: Methodological and Ethical Issues in fMRI Research Examining Sex/Gender Differences in Emotion Processing. Neuroethics 6 (2):319-330.
Roberto Fumagalli (2016). Choice Models and Realistic Ontologies: Three Challenges to Neuro-Psychological Modellers. European Journal for Philosophy of Science 6 (1):145-164.
Andrew Fenton, Letitia Meynell & Françoise Baylis (2009). Ethical Challenges and Interpretive Difficulties with Non-Clinical Applications of Pediatric fMRI. American Journal of Bioethics 9 (1):3-13.
Emrah Aktunc (2014). Severe Tests in Neuroimaging: What We Can Learn and How We Can Learn It. Philosophy of Science 81 (5):961-973.
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