This is the second edition of an important introduction to Leibniz's philosophy of logic and language first published in 1972. It takes issue with several traditional interpretations of Leibniz (by Russell amongst others) while revealing how Leibniz's thought is related to issues of great interest in current logical theory. For this new edition, the author has added new chapters on infinitesimals and conditionals as well as taking account of reviews of the first edition.

This is the second edition of an important introduction to Leibniz's philosophy of logic and language first published in 1972. It takes issue with several traditional interpretations of Leibniz while revealing how Leibniz's thought is related to issues of great interest in current logical theory. For this new edition, the author has added new chapters on infinitesimals and conditionals as well as taking account of reviews of the first edition.

I present my observations of combinatory manipulations by three infant chimpanzees in a series of test tasks. Common characteristics of motor patterns were observed across the tasks between both infant chimpanzees and 1-year-old infants. Based on the results, I point out that comparative approach can illuminate Thelen et al.'s arguments.

In this review, we discuss the implications of placing an infant in the supine position with respect to human cognitive development and evolution. When human infants are born, they are relatively large and immature in terms of postural and locomotor ability as compared with their closest relatives, the great apes. Hence, human mothers seemingly adopt a novel pattern of caring for their large and heavy infants, i.e., placing their infants in the supine position; this promotes face-to-face communication with their infants. (...) Moreover, infants in the supine position can interact with other nearby individuals in the same manner from an early age. In addition, the infants can also explore their own body parts and/or objects with their hands since the hands are not required to support the body and are therefore, free to move. These activities are considered to be fundamental to the early development of human social and nonsocial cognition, including knowledge of self, in the first six months after birth. Further, developmental continuity in the voluntary exploratory movements in the prenatal period to the early postnatal period is also discussed. (shrink)

PrésentationGILLES CAMPAGNOLOL’entretien qui suit ne doit pas induire le lecteur français en erreur : les campagnes continuent d’assurer le maintien au pouvoir quasi continu du PLD depuis sa fondation en 1955 (sauf un très court intermède..

Young children generally learn words from other people. Recent research has shown that children can learn new actions and skills from nonhuman agents. This study examines whether young children could learn words from a robot. Preschool children were shown a video in which either a woman or a mechanical robot labeled novel objects. Then the children were asked to select the objects according to the names used in the video. The results revealed that children in the human condition were more (...) likely to select the correct objects than those in the robot condition. Nevertheless, the five-year-old children in the robot condition performed significantly better than chance level, while the four-year olds did not. Thus there is a developmental difference in children’s potential to learn words from a robot. The results contribute to our understanding of how children interact with non-human agents. Keywords: developmental cybernetics; word learning; social cognition; cognitive development. (shrink)

In 2008 the authors held Involving Interface, a lively interdisciplinary event focusing on issues of biological, sociocultural, and technological interfacing (see Acknowledgments). Inspired by discussions at this event, in this article, we further discuss the value of input from neuroscience for developing robots and machine interfaces, and the value of philosophy, the humanities, and the arts for identifying persistent links between human interfacing and broader ethical concerns. The importance of ongoing interdisciplinary debate and public communication on scientific and technical advances (...) is also highlighted. Throughout, the authors explore the implications of the extended mind hypothesis for notions of moral accountability and robotics. (shrink)

The development of robots that closely resemble human beings can contribute to cognitive research. An android provides an experimental apparatus that has the potential to be controlled more precisely than any human actor. However, preliminary results indicate that only very humanlike devices can elicit the broad range of responses that people typically direct toward each other. Conversely, to build androids capable of emulating human behavior, it is necessary to investigate social activity in detail and to develop models of the cognitive (...) mechanisms that support this activity. Because of the reciprocal relationship between android development and the exploration of social mechanisms, it is necessary to establish the field of android science. Androids could be a key testing ground for social, cognitive, and neuroscientific theories as well as platform for their eventual unification. Nevertheless, subtle flaws in appearance and movement can be more apparent and eerie in very humanlike robots. This uncanny phenomenon may be symptomatic of entities that elicit our model of human other but do not measure up to it. If so, very humanlike robots may provide the best means of pinpointing what kinds of behavior are perceived as human, since deviations from human norms are more obvious in them than in more mechanical-looking robots. In pursuing this line of inquiry, it is essential to identify the mechanisms involved in evaluations of human likeness. One hypothesis is that, by playing on an innate fear of death, an uncanny robot elicits culturally-supported defense responses for coping with death’s inevitability. An experiment, which borrows from methods used in terror management research, was performed to test this hypothesis. [Thomson Reuters Essential Science Indicators: Fast Breaking Paper in Social Sciences, May 2008]. (shrink)

Any interesting philosopher’s thoughts contain many prima facie mutually contradicting ideas. Especially if a thinker philosophizes intensely on an extremely wide area of enquiry over a long period, as is the case with Leibniz, advancing many views on each problem, often shifting his position, especially in the context of exchanges of opinions in letters, developing his views without necessarily tying up loose ends, and if in addition the thinker only publishes a minute portion of what he has written, it would (...) be strange, even grotesque, if his writings did not contain conflicting and contradictory strands. What is philosophically interesting, is not so much tracing the exact time of the changes, worthy and difficult as the detective work of historical scholarship involved may be, but realising, through such investigation, the depth and multiple facets of the issue that troubled the philosopher and led him to assert or hold on to those contradictory pairs or groups of ideas. We are sometimes made to realize that the issues throw light on problems that still puzzle us today. (shrink)

Enhancing synchronization among people when synchronization is lacking is believed to improve their social skills, learning processes, and proficiency in musical rhythmic development. Greater synchronization among people can be induced to improve the rhythmic interaction of a system with multiple dancing robots that dance to a drum beat. A series of experiments were conducted to examine the human–human synchrony between persons that participated in musical sessions with robots. In this study, we evaluated: (a) the effect of the number of robots (...) on a subject’s ability to synchronize with an experimenter; (b) the effect of the type of robot synchrony, namely, whether the robots did or did not represent the subject’s rhythm; (c) the effect of an in-sync and out-of-sync robot on a subject’s behavior. We found that: (a) three robots increased the level of synchronization between the subject and experimenter and their enjoyment level; (b) robots may induce greater synchronization between the subject and experimenter by reproducing the rhythms of not only the experimenter but also of the subject compared to when only the experimenter’s rhythms had been reproduced; (c) the robots in-sync had greater influence on the natural rhythm of the subject. (shrink)

In this paper, we move toward offering psychological benchmarks to measure success in building increasingly humanlike robots. By psychological benchmarks we mean categories of interaction that capture conceptually fundamental aspects of human life, specified abstractly enough to resist their identity as a mere psychological instrument, but capable of being translated into testable empirical propositions. Nine possible benchmarks are considered: autonomy, imitation, intrinsic moral value, moral accountability, privacy, reciprocity, conventionality, creativity, and authenticity of relation. Finally, we discuss how getting the right (...) group of benchmarks in human–robot interaction will, in future years, help inform on the foundational question of what constitutes essential features of being human. (shrink)

Theories of understanding and of language use cannot be detached from theories of truth and reference as many have recently attempted to say. Wittgenstein's early picture theory and his theory of reference {Bedeutung) is part and parcel of his view on understanding meaningful sentences {Sätze), and the use of expressions. His later theory of meaning as use of expressions is inseparable from his view on what kind of objects these expressions refer to. As logical analysis is a quest for definiteness (...) of sense and is not reductionism, not all objects of the Tractatus are of one kind. Singular propositions have no privileged role in linking language to the world. Understanding propositions with proper names or with demonstratives imply understanding of general propositions. This does not entail a definite description view of the sense of proper names. It does suggest that demonstrative pronouns are often not used anaphorically and never purely ostensively. (shrink)

Theories of understanding and of language use cannot be detached from theories of truth and reference as many have recently attempted to say. Wittgenstein's early picture theory and his theory of reference {Bedeutung) is part and parcel of his view on understanding meaningful sentences {Sätze), and the use of expressions. His later theory of meaning as use of expressions is inseparable from his view on what kind of objects these expressions refer to. As logical analysis is a quest for definiteness (...) of sense and is not reductionism, not all objects of the Tractatus are of one kind. Singular propositions have no privileged role in linking language to the world. Understanding propositions with proper names or with demonstratives imply understanding of general propositions. This does not entail a definite description view of the sense of proper names. It does suggest that demonstrative pronouns are often not used anaphorically and never purely ostensively. (shrink)

In order to understand the thoughts of Leibniz it is important to stop putting Leibniz into the convenient pigeon-hole of rationalist, and stop thinking of him merely as the metaphysician and constructor of systems so vividly ridiculed by Voltaire in Candide . Most important of all, one should not attempt to see Leibniz's philosophy as a completely articulated and integrated whole or as built on three or five metaphysical and logical principles. It is better to remember that Leibniz was a (...) very prolific writer, who was interested in the most varied aspects of philosophy, logic, mathematics, natural science, jurisprudence, history and philology: a man who was constantly trying to work out a large number of heterogeneous theories and thoughts. The collected editions of his writings make up more than twenty thick volumes, and these hardly exhaust his manuscripts. Yet this was a man who published only one book in his lifetime. (shrink)

In order to understand the thoughts of Leibniz it is important to stop putting Leibniz into the convenient pigeon-hole of rationalist, and stop thinking of him merely as the metaphysician and constructor of systems so vividly ridiculed by Voltaire in Candide. Most important of all, one should not attempt to see Leibniz's philosophy as a completely articulated and integrated whole or as built on three or five metaphysical and logical principles. It is better to remember that Leibniz was a very (...) prolific writer, who was interested in the most varied aspects of philosophy, logic, mathematics, natural science, jurisprudence, history and philology: a man who was constantly trying to work out a large number of heterogeneous theories and thoughts. The collected editions of his writings make up more than twenty thick volumes, and these hardly exhaust his manuscripts. Yet this was a man who published only one book in his lifetime. (shrink)