Developmental Psychology, Misc

The effect of time pressure on metacognitive control is of theoretical and empirical relevance and is likely to allow us to tap into developmental differences in performances which do not become apparent otherwise, as previous studies suggest. In the present study, we investigated the effect of time pressure on metacognitive control in three age groups (10-year-olds, 14-year-olds, and adults, n = 183). Using an established study time allocation paradigm, participants had to study two different sets of picture pairs, in an (...) untimed and a timed condition. The results showed that metacognitive self-regulation of study time (monitor-based study time allocation) differed between age groups when studying under time pressure. Even though metacognitive control is firmly coupled at 10 years of age, the overall level of self-regulation of adults was higher than that of children and adolescents across both study time conditions. This suggests that adults might have been more sensitive to experiential metacognitive cues such as JoL for the control of study time. Moreover, the timed condition was found to be more effective than the untimed, with regard to study time allocation. Also, there was an age effect, with adults being more efficient than 10- and 14-year-olds. (shrink)

The problem of variability concerns the fact that empirical data does not support the existence of a coordinated set of biological markers, either in the body or the brain, which correspond to our folk emotion categories; categories like anger, happiness, sadness, disgust and fear. Barrett (2006a, b, 2013, 2016, 2017a, b) employs this fact to argue (i) against the faculty psychology approach to emotion, e.g. emotions are the products of emotion-specific mechanisms, or “modules”, and (ii) for the view that emotions (...) are constructed from domain-general “core systems” with the aid of our folk concepts. The conjunction of (i) and (ii), she argues, heralds a paradigm shift in our understanding of emotion: emotions aren’t triggered but made. In this paper, I argue such a shift is premature for a faculty psychology framework can accommodate the neurobiological variability of emotion. This can be done by treating emotions as developmental modules: non-innate systems which behave like modules, but form as a product of ontogenetic development. (shrink)

In exploring skilled performance in Contact Improvisation, we utilize an enactive ethnographic methodology combined with an interdisciplinary approach to examine the question of how skill develops in CI. We suggest this involves the development of subtleties of awareness of intra- and interkinaesthetic attunement, and a capacity for interkinaesthetic negative capability—an embodied interpersonal ‘not knowing yet’—including an ease with being off balance and waiting for the next shift or movement to arise, literally a ‘playing with’ balance, falling, nearly falling, momentum and (...) gravity. We draw on insights from an interdisciplinary approach, including from a developmental perspective concerning the experience of dyadic interpersonal embodied skill development in both infancy and CI. Building on Ravn and Høffding’s definition of expertise in improvisation as an “oscillatory process of assuming and relinquishing agency” we propose that a key aspect of expertise in CI involves oscillation between levels and processes of interkinaesthetic sense of agency. These interdisciplinary insights also elucidate limitations within current conceptualisations of sense of agency, including the relationship between sense of agency and sense of control. (shrink)

This paper aims to contribute to the existing literature on normative cognition by providing a lineage explanation of human social norm psychology. This approach builds upon theories of goal-directed behavioral control in the reinforcement learning and control literature, arguing that this form of control defines an important class of intentional normative mental states that are instrumental in nature. I defend the view that great ape capacities for instrumental reasoning and our capacity (or family of capacities) for shared intentionality coadapted to (...) each other and argue that the evolution of this capacity has allowed the representation of social norms and the emergence of our capacity for normative guidance. (shrink)

Although other animals can make simple tools, the expanded and complex material culture of humans is unprecedented in the animal kingdom. Tool making is a slow and late-developing ability in humans, and preschool children find making tools to solve problems very challenging. This difficulty in tool making might be related to the lack of familiarity with the tools and may be overcome by children's long term perceptual-motor knowledge. Thus, in this study, the effect of tool familiarity on tool making was (...) investigated with a task in which 5-to-6-year-old children (n = 75) were asked to remove a small bucket from a vertical tube. The results show that children are better at tool making if the tool and its relation to the task are familiar to them (e.g., soda straw). Moreover, we also replicated the finding that hierarchical complexity and tool making were significantly related. Results are discussed in light of the ideomotor approach. (shrink)

The relative efficiency of an action is a central criterion in action control and can be used to predict others’ behavior. Yet, it is unclear when the ability to predict on and reason about the efficiency of others’ actions develops. In three main and two followup studies, 3- to 6-year-old children (n = 242) were confronted with vignettes in which protagonists could take a short (efficient) path or a long path. Children predicted which path the protagonist would take and why (...) the protagonist would take a specific path. The 3-year-olds did not take efficiency into account when making decisions even when there was an explicit goal, the task was simplified and made more salient, and children were questioned after exposure to the agent’s action. Four years is a transition age for rational action prediction, and the 5-year-olds reasoned on the efficiency of actions before relying on them to predict others’ behavior. Results are discussed within a representational redescription account. (shrink)

The relative efficiency of an action is a central criterion in action control and can be used to predict others’ behavior. Yet, it is unclear when the ability to predict on and reason about the efficiency of others’ actions develops. In three main and two follow-up studies, 3- to 6-year-old children (n = 242) were confronted with vignettes in which protagonists could take a short (efficient) path or a long path. Children predicted which path the protagonist would take and why (...) the protagonist would take a specific path. The 3-year-olds did not take efficiency into account when making decisions even when there was an explicit goal, the task was simplified and made more salient, and children were questioned after exposure to the agent’s action. Four years is a transition age for rational action prediction, and the 5-year-olds reasoned on the efficiency of actions before relying on them to predict others’ behavior. Results are discussed within a representational redescription account. (shrink)

This article is a critical interrogation of how gender and power figure in Swedish child welfare policy and the discourses on violence in intimate relationships vis-à-vis children exposed to violence. Drawing on feminist violence research, critical childhood studies, and intersectional perspectives, we identify a differentiation with racialised undertones in the understanding of violence as a social problem when related to children’s exposure. While predominately gender-neutral discourses of social heredity and epidemiology run through the material for the seemingly ‘universal’ child, forms (...) of violence ascribed to the presumed cultural Others link to gender, structural power and sexuality. The article concludes that gendered articulations of violence are restricted yet pivotal if children’s exposure is to be linked to issues of inequality and power. However, when gendering interlinks with racialisation, problematic differentiations of violence, childhoods and children are produced. (shrink)

Introduction The Defining Issues Test (DIT) aimed to measure one’s moral judgment development in terms of moral reasoning. The Neo-Kohlbergian approach, which is an elaboration of Kohlbergian theory, focuses on the continuous development of postconventional moral reasoning, which constitutes the theoretical basis of the DIT. However, very few studies have directly tested the internal structure of the DIT, which would indicate its construct validity. Objectives Using the DIT-2, a later revision of the DIT, we examined whether a bi-factor model or (...) 3-factor CFA model showed a better model fit. The Neo-Kohlbergian theory of moral judgment development, which constitutes the theoretical basis for the DIT-2, proposes that moral judgment development occurs continuously and that it can be better explained with a soft-stage model. Given these assertions, we assumed that the bi-factor model, which considers the Schema-General Moral Judgment (SGMJ), might be more consistent with Neo-Kohlbergian theory. Methods We analyzed a large dataset collected from undergraduate students. We performed confirmatory factor analysis (CFA) via weighted least squares. A 3-factor CFA based on the DIT-2 manual and a bi-factor model were compared for model fit. The three factors in the 3-factor CFA were labeled as moral development schemas in Neo-Kohlbergian theory (i.e., personal interests, maintaining norms, and postconventional schemas). The bi-factor model included the SGMJ in addition to the three factors. Results In general, the bi-factor model showed a better model fit compared with the 3-factor CFA model although both models reported acceptable model fit indices. Conclusion We found that the DIT-2 scale is a valid measure of the internal structure of moral reasoning development using both CFA and bi-factor models. In addition, we conclude that the soft-stage model, posited by the Neo-Kohlbergian approach to moral judgment development, can be better supported with the bi-factor model that was tested in the present study. (shrink)

On a now orthodox view, humans and many other animals are endowed with a “number sense”, or approximate number system (ANS), that represents number. Recently, this orthodox view has been subject to numerous critiques, with critics maintaining either that numerical content is absent altogether, or else that some primitive analog of number (‘numerosity’) is represented as opposed to number itself. We distinguish three arguments for these claims – the arguments from congruency, confounds, and imprecision – and show that none succeed. (...) We then highlight positive reasons for thinking that the ANS genuinely represents numbers. The upshot is that proponents of the orthodox view should not feel troubled by recent critiques of their position. (shrink)

This article provides a conceptual account of causal understanding by connecting current psychological research on time and causality with philosophical debates on the causal asymmetry. I argue that causal relations are viewed as asymmetric because they are understood in temporal terms. I investigate evidence from causal learning and reasoning in both children and adults: causal perception, the temporal priority principle, and the use of temporal cues for causal inference. While this account does not suffice for correct inferences of causal structure, (...) I show it to serve as a preliminary understanding of causal concepts as asymmetric, that later incorporates other types of evidence. This approach supplies causal models with an asymmetric concept of causation that underlies hypotheses about causal structure, as I will illustrate from the framework of the knowledge-based causal induction model. I further argue for an integrating perspective, showing how the understanding of causes as preceding their effects underlies both psychological models and philosophical debates over time and the causal asymmetry, particularly regarding problem cases such as simultaneous causation or backwards causation, and the conceptual connection between causation and action. (shrink)

It is well established that the temporal proximity of two events is a fundamental cue to causality. Recent research with adults has shown that this relation is bidirectional: events that are believed to be causally related are perceived as occurring closer together in time—the so‐called temporal binding effect. Here, we examined the developmental origins of temporal binding. Participants predicted when an event that was either caused by a button press, or preceded by a non‐causal signal, would occur. We demonstrate for (...) the first time that children as young as 4 years are susceptible to temporal binding. Binding occurred both when the button press was executed via intentional action, and when a machine caused it. These results suggest binding is a fundamental, early developing property of perception and grounded in causal knowledge. (shrink)

Tool making has been proposed as a key force in driving the complexity of human material culture. The ontogeny of tool‐related behaviors hinges on social, representational, and creative factors. In this study, we test the associations between these factors in development across two different cultures. Results of Study 1 with 5‐to‐6‐year‐old Turkish children in dyadic or individual settings show that tool making is facilitated by social interaction, hierarchical representation, and creative abilities. Results of a second explorative study comparing the Turkish (...) sample with a sample of 5‐to‐6‐year‐old children in New Zealand suggest that tool innovation might be affected by culture, and that the role of cognitive and creative factors diminishes through social interaction in tool making. (shrink)

We outline a dual systems approach to temporal cognition, which distinguishes between two cognitive systems for dealing with how things unfold over time – a temporal updating system and a temporal reasoning system – of which the former is both phylogenetically and ontogenetically more primitive than the latter, and which are at work alongside each other in adult human cognition. We describe the main features of each of the two systems, the types of behavior the more primitive temporal updating system (...) can support, and the respects in which it is more limited than the temporal reasoning system. We then use the distinction between the two systems to interpret findings in comparative and developmental psychology, arguing that animals operate only with a temporal updating system and that children start out doing so too, before gradually becoming capable of thinking and reasoning about time. After this, we turn to adult human cognition and suggest that our account can also shed light on a specific feature of our everyday thinking about time that has been the subject of debate in the philosophy of time, which consists in a tendency to think about the nature of time itself in a way that appears ultimately self-contradictory. We conclude by considering the topic of intertemporal choice, and argue that drawing the distinction between temporal updating and temporal reasoning is also useful in the context of characterising two distinct mechanisms for delaying gratification. (shrink)

Though this volume is a bit dated, there are few recent popular books dealing specifically with the psychology of murder and it’s a quick overview available for a few dollars, so still well worth the effort. It makes no attempt to be comprehensive and is somewhat superficial in places, with the reader expected to fill in the blanks from his many other books and the vast literature on violence. For an update see e.g., Buss, The Handbook of Evolutionary Psychology 2nd (...) ed. V1 (2016) p 265, 266, 270–282, 388–389, 545–546, 547, 566 and Buss, Evolutionary Psychology 5th ed. (2015) p 26, 96–97,223, 293-4, 300, 309–312, 410 and Shackelford and Hansen, The Evolution of Violence (2014). He has been among the top evolutionary psychologists for several decades and covers a wide range of behavior in his works, but here he concentrates almost entirely on the psychological mechanisms that cause individual people to murder and their possible evolutionary function in the EEA (Environment of Evolutionary Adaptation—i.e., the plains of Africa during the last million years or so). -/- Buss starts by noting that as with other behaviors, ‘alternative’ explanations such as psychopathology, jealousy, social environment, group pressures, drugs and alcohol etc. do not really explain, since the question still remains as to why these produce homicidal impulses, i.e., they are the proximate causes and not the ultimate evolutionary (genetic) ones. As always, it inevitably boils down to inclusive fitness (kin selection), and so to the struggle for access to mates and resources, which is the ultimate explanation for all behavior in all organisms. Sociological data (and common sense) make it clear that younger poorer males are the most likely to kill. He presents his own and others homicide data from industrialized nations, and tribal cultures, conspecific killing in animals, archeology, FBI data and his own research into normal people's homicidal fantasies. Much archeological evidence continues to accumulate of murders, including that of whole groups, or of groups minus young females, in prehistoric times. -/- After surveying Buss’s comments, I present a very brief summary of intentional psychology (the logical structure of rationality), which is covered extensively in my many other articles and books. -/- Those with a lot of time who want a detailed history of homicidal violence from an evolutionary perspective may consult Steven Pinker’s ‘The Better Angels of Our Nature Why Violence Has Declined’(2012), and my review of it, easily available on the net and in two of my recent books. Briefly, Pinker notes that murder has decreased steadily and dramatically by a factor of about 30 since our days as foragers. So, even though guns now make it extremely easy for anyone to kill, homicide is much less common. Pinker thinks this is due to various social mechanisms that bring out our ‘better angels’, but I think it’s due mainly to the temporary abundance of resources from the merciless rape of our planet, coupled with increased police presence, with communication and surveillance and legal systems that make it far more likely to be punished. This becomes clear every time there is even a brief and local absence of the police. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019) . (shrink)

In his landmark article for this journal, Francis Mechner (2018) presents a novel analysis of the confluence of unique combinations of variables accounting for aesthetic experiences, a phenomenon he calls synergetics. He proposes that artists, musicians, and writers use novel devices to capitalize on those effects. In my response to Mechner's fascinating article, I question the generality of such synergetic experiences to a wide array of audience members. I also question whether the evolutionary basis for aesthetic creativity accounts for the (...) ubiquity of aesthetic activity, as Mechner suggests. I do share Mechner’s emphasis on the importance of culturally nesting aesthetic contributions. But I suggest understanding aesthetic activities across cultures and subcultures requires additional mechanisms serving important bridging functions. I explore dispositional analysis, drawing on both Wittgenstein’s aesthetic language games and derived stimulus relationships. The behavioral functions of aesthetic experiences are those playing roles in cultural contingencies: motivational events, antecedent stimulus events, and consequences of aesthetic activities. Two kinds of aesthetic responses are discussed: 1) aesthetic creative responses by artists, writers or musicians, and 2) responses of audience members to those creations. These resulting aesthetic stimuli may play critical roles in cultural metacontingencies. (shrink)

In evolutionary biology, niche construction is sometimes described as a genuine evolutionary process whereby organisms, through their activities and regulatory mechanisms, modify their environment such as to steer their own evolutionary trajectory, and that of other species. There is ongoing debate, however, on the extent to which niche construction ought to be considered a bona fide evolutionary force, on a par with natural selection. Recent formulations of the variational free-energy principle as applied to the life sciences describe the properties of (...) living systems, and their selection in evolution, in terms of variational inference. We argue that niche construction can be described using a variational approach. We propose new arguments to support the niche construction perspective, and to extend the variational approach to niche construction to current perspectives in various scientific fields. (shrink)

During the last decade, the ontogeny of tool making has received growing attention in the literature on tool-related behaviors. However, the cognitive demands underlying tool making are still not clearly understood. In this cross-sectional study of 52 Turkish preschool children from 3 to 6 years of age, the roles of executive function (response inhibition), ability to form hierarchical representations (hierarchical structuring), and social learning were investigated with the hook task previously used with children and animals. In this task, children needed (...) to bend a pipe cleaner to fetch a small bucket with a sticker out of a tall jar. This study replicated earlier findings that preschoolers have great difficulty in tool innovation. However, social learning facilitates tool making, especially after 5 years of age. Capacities to form hierarchical representations and to inhibit prepotent responses were significant positive predictors of tool making after social learning. (shrink)

Over 35 years ago, Meltzoff and Moore (1977) published their famous article ‘Imitation of facial and manual gestures by human neonates’. Their central conclusion, that neonates can imitate, was and continues to be controversial. Here we focus on an often neglected aspect of this debate, namely on neonatal spontaneous behaviors themselves. We present a case study of a paradigmatic orofacial ‘gesture’, namely tongue protrusion and retraction (TP/R). Against the background of new research on mammalian aerodigestive development, we ask: How does (...) the human aerodigestive system develop and what role does TP/R play in the neonate’s emerging system of aerodigestion? We show that mammalian aerodigestion develops in two phases: (1) from the onset of isolated orofacial movements in utero to the post-natal mastery of suckling at 4 months after birth, and; (2) thereafter, from preparation to the mastery of mastication and deglutition of solid foods. Like other orofacial stereotypies, TP/R emerges in the first phase and vanishes prior to the second. Based upon recent advances in activity-driven early neural development, we suggest a sequence of three developmental events in which TP/R might participate: the acquisition of tongue control, the integration of the central pattern generator for TP/R with other aerodigestive CPGs, and the formation of connections within the cortical maps of S1 and M1. If correct, orofacial stereotypies are crucial to the maturation of aerodigestion in the neonatal period but also unlikely to co-occur with imitative behavior. (shrink)

Human adults incline toward moral objectivism but may approach things more relativistically if different cultures are involved. In this study, 4-, 6-, and 9-year-old children (N = 136) witnessed two parties who disagreed about moral matters: a normative judge (e.g., judging that it is wrong to do X) and an antinormative judge (e.g., judging that it is okay to do X). We assessed children’s metaethical judgment, that is, whether they judged that only one party (objectivism) or both parties (relativism) could (...) be right. We found that 9-year-olds, but not younger children, were more likely to judge that both parties could be right when a normative ingroup judge disagreed with an antinormative extraterrestrial judge (with different preferences and background) than when the antinormative judge was another ingroup individual. This effect was not found in a comparison case where parties disagreed about the possibility of different physical laws. These findings suggest that although young children often exhibit moral objectivism, by early school age they begin to temper their objectivism with culturally relative metaethical judgments. (shrink)

To explain the evolutionary emergence of uniquely human skills and motivations for cooperation, Tomasello et al. (2012, in Current Anthropology 53(6):673–92) proposed the interdependence hypothesis. The key adaptive context in this account was the obligate collaborative foraging of early human adults. Hawkes (2014, in Human Nature 25(1):28–48), following Hrdy (Mothers and Others, Harvard University Press, 2009), provided an alternative account for the emergence of uniquely human cooperative skills in which the key was early human infants’ attempts to solicit care and (...) attention from adults in a cooperative breeding context. Here we attempt to reconcile these two accounts. Our composite account accepts Hrdy’s and Hawkes’s contention that the extremely early emergence of human infants’ cooperative skills suggests an important role for cooperative breeding as adaptive context, perhaps in early Homo. But our account also insists that human cooperation goes well beyond these nascent skills to include such things as the communicative and cultural conventions, norms, and institutions created by later Homo and early modern humans to deal with adult problems of social coordination. As part of this account we hypothesize how each of the main stages of human ontogeny (infancy, childhood, adolescence) was transformed during evolution both by infants’ cooperative skills “migrating up” in age and by adults’ cooperative skills “migrating down” in age. (shrink)

Most work at the intersection of law and the philosophy of action focuses on criminal responsibility. Unfortunately, this focus has been at the expense of reflecting on how the philosophy of action might help illuminate our understanding of issues in civil law. In this essay, focusing on Anglo-American jurisprudence, we examine the conditions under which a party to a legal agreement is deemed to have the capacity required to be bound by that agreement. We refer to this condition as the (...) capacity condition. We begin by showing how recent work on the metaphysics of powers might ground an account of the role of capacities in the metaphysics of intentional agency. After discussing the capacity to contract in Anglo-American jurisprudence, we show how the general ontology of capacities and agency sketched can ground and help clarify legal thinking about capacity. We argue that when we couple our understanding of capacity with relevant recent data from developmental neuropsychology, a lacuna in Anglo-American contract law becomes evident. Specifically, it appears that persons in early adulthood do not clearly satisfy the conditions requisite for them to satisfy the capacity condition. In the light of this, we sketch some potential solutions that are compatible with existing legal standards and would contribute to a more consistent application of the capacity condition in contract law. (shrink)

Understanding causal structure is a central task of human cognition. Causal learning underpins the development of our concepts and categories, our intuitive theories, and our capacities for planning, imagination and inference. During the last few years, there has been an interdisciplinary revolution in our understanding of learning and reasoning: Researchers in philosophy, psychology, and computation have discovered new mechanisms for learning the causal structure of the world. This new work provides a rigorous, formal basis for theory theories of concepts and (...) cognitive development, and moreover, the causal learning mechanisms it has uncovered go dramatically beyond the traditional mechanisms of both nativist theories, such as modularity theories, and empiricist ones, such as association or connectionism. (shrink)

Marcia Cavell’s recent book is the continuation of a ‘conversation between philosophy and psychoanalysis’ in which she has been engaged for some time. Her previous monograph, The Psychoanalytic Mind (Cambridge, MA: Harvard University Press, 1993), was a powerful and sustained argument in favour of an interpretation of psychoanalysis and children’s mental development informed by a broadly Davidsonian perspective on mind and meaning. Her theme in Becoming a Subject is the nature of self, which she understands as the self-conscious, reflective, judging, (...) reason-giving self – ‘someone who recognizes herself as an ‘I’, as having her own peculiar perspective’ (1). (shrink)

Some philosophers have suggested that, instead of attempting to arrive at a satisfactory definition of the physical, we should adopt the ‘via negativa.’ That is, we should take the notion of the mental as fundamental, and define the physical in contrast, as the non-mental. I defend a variant of this approach, based on some information about how children form concepts. I suggest we are hard-wired to form a concept of intentional agency from a very young age, and so there’s some (...) reason to believe that our concept of the physical does include, as part of its content, a contrast with the mental. (shrink)

One of the most important abilities we have as humans is the ability to think about number. In this chapter, we examine the question of whether there is an essential connection between language and number. We provide a careful examination of two prominent theories according to which concepts of the positive integers are dependent on language. The first of these claims that language creates the positive integers on the basis of an innate capacity to represent real numbers. The second claims (...) that language’s function is to integrate contents from modules that humans share with other animals. We argue that neither model is successful. (shrink)

Radical concept nativism is the thesis that virtually all lexical concepts are innate. Notoriously endorsed by Jerry Fodor (1975, 1981), radical concept nativism has had few supporters. However, it has proven difficult to say exactly what’s wrong with Fodor’s argument. We show that previous responses are inadequate on a number of grounds. Chief among these is that they typically do not achieve sufficient distance from Fodor’s dialectic, and, as a result, they do not illuminate the central question of how new (...) primitive concepts are acquired. To achieve a fully satisfactory response to Fodor’s argument, one has to juxtapose questions about conceptual content with questions about cognitive development. To this end, we formulate a general schema for thinking about how concepts are acquired and then present a detailed illustration. (shrink)

Several recent lines of inquiry have pointed to the amygdala as a potential lesion site in autism. Because one function of the amygdala may be to produce autonomic arousal at the sight of a significant face, we compared the responses of autistic children to their mothers’ face and to a plain paper cup. Unlike normals, the autistic children as a whole did not show a larger response to the person than to the cup. We also monitored sympathetic activity in autistic (...) children as they engaged in a wide range of everyday behaviours. The children tended to use self-stimulation activities in order to calm hyper-responsive activity of the sympathetic (`fight or flight’) branch of the autonomic nervous system. A small percentage of our autistic subjects had hyporesponsive sympathetic activity, with essentially no electrodermal responses except to self-injurious behaviour. We sketch a hypothesis about autism according to which autistic children use overt behaviour in order to control a malfunctioning autonomic nervous system and suggest that they have learned to avoid using certain processing areas in the temporal lobes. (shrink)

Humans are able to construct mental representations and models of possible interactions with their environment. They can use these mental models to identify actions that will enable them to achieve their adaptive goals. But humans do not use this capacity to identify and implement the actions that would contribute most to the evolutionary success of humanity. In general, humans do not find motivation or satisfaction in doing so, no matter how effective such actions might be in evolutionary terms. From an (...) evolutionary perspective, this is a significant limitation in the psychological adaptability of humans. This paper sets out to identify the new psychological capacity that would be needed to overcome this limitation and how the new capacity might be acquired. Humans that develop this capacity will become self-evolving organisms - organisms that are able to adapt in whatever ways are necessary for future evolutionary success, largely unfettered by their biological and social past. (shrink)

The first line of Merleau-Ponty’s 1951-52 lecture “The Question of Method in Child Psychology” reads, “In child psychology (as in psychopathology, the psychology of primitives, and the psychology of women), the situation of the object of study is so different from that of the observer that it cannot be grasped on its own terms.” [F, 465] Is there any hope for a feminist reading of Merleau-Ponty’s psychology with such a statement, or are women relegated in Merleau-Ponty’s corpus alongside the childlike, (...) the insane, and the primitive? This paper endeavors to demonstrate that Merleau-Ponty’s understanding of the psychology of women is not a false or bigoted placing of women in an infant-like position. Rather, he demonstrates that it is precisely this relationship of man to woman that must be the starting point of analysis for both a philosophy and psychology of sex.À la première ligne du cours de Merleau-Ponty intitulé “Methode en psychologie de I’enfant,” on peut lire: “En psychologie de I’enfant, comme en psychpathologie, en psychologie des primitifs et en psychologie de la femme, I’objet à connaître est dans une situation si differente de celle de I’observateur qu’il est difficile de le saisir tel qu’il est. “À la lumière de cette citation, peut-on espérer faire une lecture féministe de la psychologie de Merleau-Ponty, ou les femmes sont-elles reléguées, dans le corpus merleau-pontien, à I’infantile, I’insensé et le primitif? Le présent article tente de démontrer que la compréhension merleau-pontienne de la psychologie des femmes ne place pas indûment ou de façon sexiste les femmes dans une position infantile. Il démontre plutôt que cette relation même entre I’homme et la femme doit constituer le point de départ de I’analyse pour une philosophie et une psychologie sexuelles. (shrink)

An account of the development of temporal understanding is proposed which links such understanding with the development of episodic memory. We distinguish between different ways of representing time in terms of the kinds of temporal frameworks they involve. Distinctions are made between frameworks that are perspectival or nonperspectival and those that represent recurrent sequences or particular times. Even primitive temporal understanding integrates both perspectival and nonperspectival components. However, since early frameworks are event-based and localized, they are not yet sufficient for (...) episodic memory in that they do not enable the child to think of events as having occurred at particular points in time. We describe the emergence of new kinds of frameworks in terms of the development of temporal decentering. Two levels of temporal decentering are distinguished, with the higher level involving an appreciation of how event representations depend on one's temporal perspective. (shrink)

In this paper we provide a psychological account of the nature and development of explanation. We propose that an explanation is an account that provides a conceptual framework for a phenomenon that leads to a feeling of understanding in the reader/hearer. The explanatory conceptual framework goes beyond the original phenomenon, integrates diverse aspects of the world, and shows how the original phenomenon follows from the framework. We propose that explanations in everyday life are judged on the criteria of empirical accuracy, (...) scope, consistency, simplicity, and plausibility. We conclude that explanations in science are evaluated by the same criteria, plus those of precision, formalisms, and fruitfulness. We discuss several types of explanation that are used in everyday life – causal/mechanical, functional, and intentional. We present evidence to show that young children produce explanations that have the same essential form as those used by adults. We also provide evidence that children use the same evaluation criteria as adults, but may not apply those additional criteria for the evaluation of explanations that are used by scientists. (shrink)

We describe a new approach to understanding the functioning of the nervous system, unifying previous ideas of Josephson and Hauser, Baas, and Brooks. Its basis consists in analysing the total developmental process into basic components of development, whose corresponding mechanisms (skill constructors) are organised together into a coherent total system.