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Daniel C. Dennett (2015). Content and Consciousness.

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  1.  32
    Skillful Action in Peripersonal Space.Gabrielle Benette Jackson - 2014 - Phenomenology and the Cognitive Sciences 13 (2):313-334.
    In this article, I link the empirical hypothesis that neural representations of sensory stimulation near the body involve a unique motor component to the idea that the perceptual field is structured by skillful bodily activity. The neurophenomenological view that emerges is illuminating in its own right, though it may also have practical consequences. I argue that recent experiments attempting to alter the scope of these near space sensorimotor representations are actually equivocal in what they show. I propose resolving this ambiguity (...)
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  2.  46
    Fun and Games in Fantasyland.Daniel Dennett - 2008 - Mind and Language 23 (1):25–31.
    commentary on Fodor, “Against Darwinism.”.
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  3.  70
    Unilateral Neglect and the Objectivity of Spatial Representation.Bill Brewer - 1992 - Mind and Language 7 (3):222-39.
    Patients may show a more-or-less complete deviation of the head and eyes towards the right (ipsilesional) side [that is, to the same side of egocentric space as the brain lesion responsible for their disorder]. If addressed by the examiner from the left (contralesional) side [the opposite side to their lesion], patients with severe extrapersonal neglect may fail to respond or may look for the speaker in the right side of the room, turning head and eyes more and more to the (...)
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  4. Folk Psychology: Simulation or Tacit Theory?Stephen P. Stich & Shaun Nichols - 1992 - Mind and Language 7 (1-2):35-71.
    A central goal of contemporary cognitive science is the explanation of cognitive abilities or capacities. [Cummins 1983] During the last three decades a wide range of cognitive capacities have been subjected to careful empirical scrutiny. The adult's ability to produce and comprehend natural language sentences and the child's capacity to acquire a natural language were among the first to be explored. [Chomsky 1965, Fodor, Bever & Garrett 1974, Pinker 1989] There is also a rich literature on the ability to solve (...)
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  5.  16
    Why Teachers Need Philosophy.Charles Clark - 1989 - Journal of Philosophy of Education 23 (2):241–252.
  6.  84
    Information and Semantic Cognition: An Ontological Account.Radu J. Bogdan - 1988 - Mind and Language 3 (2):81-122.
    Information is the fuel of cognition. At its most basic level, information is a matter of structures interacting under laws. The notion of information thus reflects the (relational) fact that a structure is created by the impact of another structure. The impacted structure is an encoding, in some concrete form, of the interaction with the impacting structure. Information is, essentially, the structural trace in some system of an interaction with another system; it is also, as a consequence, the structural fuel (...)
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  7.  4
    Child-Centred Education and the 'Growth' Metaphysic.Charles Clark - 1988 - Journal of Philosophy of Education 22 (1):75–88.
  8.  21
    Intelligence and Rationality in Evolution and Culture.Jay Schulkin - 1987 - World Futures 23 (4):275-289.
  9.  76
    Explanation in Computational Psychology: Language, Perception and Level.Christopher Peacocke - 1986 - Mind and Language 1 (2):101-23.
  10.  26
    Two Categories of Content.Andrew Woodfield - 1986 - Mind and Language 1 (4):319-54.
  11.  68
    Is 'Thinker' a Natural Kind?Paul M. Churchland - 1982 - Dialogue 21 (2):223-38.
    Functionalism in the philosophy of mind is here criticized from the perspective of a more naturalistic and less compromising form of materialism. Parallels are explored between the problem of cognitive activity and the somewhat more settled problem of vital activity. The lessons drawn suggest that functionalism in the philosophy of mind may be both counterproductive as a research strategy, and false as a substantive position.
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