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A concise and readable review of the extensive research into children’s understanding of what other people think and feel, providing a comprehensive overview of 25 years of research into theory of mind.
Popular science writer Philip Ball explores a range of sciences to map our answers to a huge, philosophically rich question: How do we even begin to think about minds that are not human? Sciences from zoology to astrobiology, computer science to neuroscience, are seeking to understand minds in their own distinct disciplinary realms. Taking a uniquely broad view of minds and where to find them—including in plants, aliens, and God—Philip Ball pulls the pieces together to explore what sorts of minds we might expect to find in the universe. In so doing, he offers for the first time a unified way of thinking about what minds are and what they can do, by locating them in what he calls the “space of possible minds.” By identifying and mapping out properties of mind without prioritizing the human, Ball sheds new light on a host of fascinating questions: What moral rights should we afford animals, and can we understand their thoughts? Should we worry that AI is going to take over society? If there are intelligent aliens out there, how could we communicate with them? Should we? Understanding the space of possible minds also reveals ways of making advances in understanding some of the most challenging questions in contemporary science: What is thought? What is consciousness? And what (if anything) is free will? Informed by conversations with leading researchers, Ball’s brilliant survey of current views about the nature and existence of minds is more mind-expanding than we could imagine. In this fascinating panorama of other minds, we come to better know our own.
Why our brains aren't built for media multitasking, and how we can learn to live with technology in a more balanced way. "Brilliant and practical, just what we need in these techno-human times."—Jack Kornfield, author of The Wise Heart Most of us will freely admit that we are obsessed with our devices. We pride ourselves on our ability to multitask—read work email, reply to a text, check Facebook, watch a video clip. Talk on the phone, send a text, drive a car. Enjoy family dinner with a glowing smartphone next to our plates. We can do it all, 24/7! Never mind the errors in the email, the near-miss on the road, and the unheard conversation at the table. In The Distracted Mind, Adam Gazzaley and Larry Rosen—a neuroscientist and a psychologist—explain why our brains aren't built for multitasking, and suggest better ways to live in a high-tech world without giving up our modern technology. The authors explain that our brains are limited in their ability to pay attention. We don't really multitask but rather switch rapidly between tasks. Distractions and interruptions, often technology-related—referred to by the authors as “interference”—collide with our goal-setting abilities. We want to finish this paper/spreadsheet/sentence, but our phone signals an incoming message and we drop everything. Even without an alert, we decide that we “must” check in on social media immediately. Gazzaley and Rosen offer practical strategies, backed by science, to fight distraction. We can change our brains with meditation, video games, and physical exercise; we can change our behavior by planning our accessibility and recognizing our anxiety about being out of touch even briefly. They don't suggest that we give up our devices, but that we use them in a more balanced way.
New York Times Bestseller An exciting--and encouraging--exploration of creativity from the author of When: The Scientific Secrets of Perfect Timing The future belongs to a different kind of person with a different kind of mind: artists, inventors, storytellers-creative and holistic "right-brain" thinkers whose abilities mark the fault line between who gets ahead and who doesn't. Drawing on research from around the world, Pink (author of To Sell Is Human: The Surprising Truth About Motivating Others) outlines the six fundamentally human abilities that are absolute essentials for professional success and personal fulfillment--and reveals how to master them. A Whole New Mind takes readers to a daring new place, and a provocative and necessary new way of thinking about a future that's already here.
"Katharine Breen challenges our understanding of how medieval authors received philosophical paradigms from antiquity in their construction and use of personification in their writings. She shows that our modern categories for this literary device (extreme realism versus extreme rhetoric, or novelistic versus allegorical characters) would've been unrecognizable to their medieval practitioners. Through new readings of key authors and works--including Prudentius's "Psychomachia," Langland's "Piers Plowman," Boethius's "Consolation of Philosophy," and Deguileville's "Pilgrimage of Human Life"--she finds that medieval writers accessed a richer, more fluid literary domain than modern critics have allowed. Breen identifies three different types of personification--Platonic, Aristotelian, and Prudentian--inherited from antiquity that both gave medieval writers a surprisingly varied spectrum with which to paint their characters, while bypassing the modern confusion of conflicting relationships between personifications and persons on the path connecting divine power and human frailty. Recalling Gregory the Great's phrase "machinae mentis" (machines of the mind), Breen demonstrates that medieval writers applied personification with utility and subtlety, much the same way that, within the category of hand-tools, an open-end wrench differs in function from a hex-key wrench or a socket wrench. It will be read by medievalists working at the crossroads of religion, philosophy, and literature, as well as scholars interested in character-making and gendered relationships among characters, readers, and texts beyond the Middle Ages"--
How do poems and novels create a sense of mind? What does literary criticism say in conversation with other disciplines that addresses problems of consciousness? In Paper Minds, Jonathan Kramnick takes up these vital questions, exploring the relations between mind and environment, the literary forms that uncover such associations, and the various fields of study that work to illuminate them. Opening with a discussion of how literary scholarship’s particular methods can both complement and remain in tension with corresponding methods particular to the sciences, Paper Minds then turns to a series of sharply defined case studies. Ranging from eighteenth-century poetry and haptic theories of vision, to fiction and contemporary problems of consciousness, to landscapes in which all matter is sentient, to cognitive science and the rise of the novel, Kramnick’s essays are united by a central thematic authority. This unified approach of these essays shows us what distinctive knowledge that literary texts and literary criticism can contribute to discussions of perceptual consciousness, created and natural environments, and skilled engagements with the world.
Vygotsky’s sociocultural theory of cognitive development in his own words—collected and translated by an outstanding group of scholars. “A landmark book.” —Contemporary Psychology The great Russian psychologist L. S. Vygotsky has long been recognized as a pioneer in developmental psychology. But his theory of development has never been well understood in the West. Mind in Society corrects much of this misunderstanding. Carefully edited by a group of outstanding Vygotsky scholars, the book presents a unique selection of Vygotsky’s important essays, most of which have previously been unavailable in English. The mind, Vygotsky argues, cannot be understood in isolation from the surrounding society. Humans are the only animals who use tools to alter their own inner world as well as the world around them. Vygotsky characterizes the uniquely human aspects of behavior and offers hypotheses about the way these traits have been formed in the course of human history and the way they develop over an individual's lifetime. From the handkerchief knotted as a simple mnemonic device to the complexities of symbolic language, society provides the individual with technology that can be used to shape the private processes of the mind. In Mind in Society Vygotsky applies this theoretical framework to the development of perception, attention, memory, language, and play, and he examines its implications for education. The result is a remarkably interesting book that makes clear Vygotsky’s continuing influence in the areas of child development, cognitive psychology, education, and modern psychological thought. Chapters include: 1. Tool and Symbol in Child Development 2. The Development of Perception and Attention 3. Mastery of Memory and Thinking 4. Internalization of Higher Psychological Functions 5. Problems of Method 6. Interaction between Learning and Development 7. The Role of Play in Development 8. The Prehistory of Written Language
Though underexplored in contemporary scholarship, the Victorian attempts to turn aesthetics into a science remain one of the most fascinating aspects of that era. In The Outward Mind, Benjamin Morgan approaches this period of innovation as an important origin point for current attempts to understand art or beauty using the tools of the sciences. Moving chronologically from natural theology in the early nineteenth century to laboratory psychology in the early twentieth, Morgan draws on little-known archives of Victorian intellectuals such as William Morris, Walter Pater, John Ruskin, and others to argue that scientific studies of mind and emotion transformed the way writers and artists understood the experience of beauty and effectively redescribed aesthetic judgment as a biological adaptation. Looking beyond the Victorian period to humanistic critical theory today, he also shows how the historical relationship between science and aesthetics could be a vital resource for rethinking key concepts in contemporary literary and cultural criticism, such as materialism, empathy, practice, and form. At a moment when the tumultuous relationship between the sciences and the humanities is the subject of ongoing debate, Morgan argues for the importance of understanding the arts and sciences as incontrovertibly intertwined.