Comparing Supervised and Unsupervised Approaches to Emotion Categorization in the Human Brain, Body, and Subjective Experience
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Folk Psychology of Souls
BEHAVIORAL AND BRAIN SCIENCES (2006) 29, 453–498 Printed in the United States of America The folk psychology of souls Jesse M. Bering Institute of Cognition and Culture, Queen’s University Belfast, Belfast BT7 1NN, United Kingdom. [email protected] qub.ac.uk/icc http://www.qub.ac.uk/schools/InstituteofCognitionCulture/Staff/ JesseMBering/ Abstract: The present article examines how people’s belief in an afterlife, as well as closely related supernatural beliefs, may open an empirical backdoor to our understanding of the evolution of human social cognition. Recent findings and logic from the cognitive sciences contribute to a novel theory of existential psychology, one that is grounded in the tenets of Darwinian natural selection. Many of the predominant questions of existential psychology strike at the heart of cognitive science. They involve: causal attribution (why is mortal behavior represented as being causally related to one’s afterlife? how are dead agents envisaged as communicating messages to the living?), moral judgment (why are certain social behaviors, i.e., transgressions, believed to have ultimate repercussions after death or to reap the punishment of disgruntled ancestors?), theory of mind (how can we know what it is “like” to be dead? what social-cognitive strategies do people use to reason about the minds of the dead?), concept acquisition (how does a common-sense dualism interact with a formalized socio-religious indoctrination in childhood? how are supernatural properties of the dead conceptualized by young minds?), and teleological reasoning (why do people so often see their lives as being designed for a purpose that must be accomplished before they perish? how do various life events affect people’s interpretation of this purpose?), among others. -
In Defence of Folk Psychology
FRANK JACKSON & PHILIP PETTIT IN DEFENCE OF FOLK PSYCHOLOGY (Received 14 October, 1988) It turned out that there was no phlogiston, no caloric fluid, and no luminiferous ether. Might it turn out that there are no beliefs and desires? Patricia and Paul Churchland say yes. ~ We say no. In part one we give our positive argument for the existence of beliefs and desires, and in part two we offer a diagnosis of what has misled the Church- lands into holding that it might very well turn out that there are no beliefs and desires. 1. THE EXISTENCE OF BELIEFS AND DESIRES 1.1. Our Strategy Eliminativists do not insist that it is certain as of now that there are no beliefs and desires. They insist that it might very well turn out that there are no beliefs and desires. Thus, in order to engage with their position, we need to provide a case for beliefs and desires which, in addition to being a strong one given what we now know, is one which is peculiarly unlikely to be undermined by future progress in neuroscience. Our first step towards providing such a case is to observe that the question of the existence of beliefs and desires as conceived in folk psychology can be divided into two questions. There exist beliefs and desires if there exist creatures with states truly describable as states of believing that such-and-such or desiring that so-and-so. Our question, then, can be divided into two questions. First, what is it for a state to be truly describable as a belief or as a desire; what, that is, needs to be the case according to our folk conception of belief and desire for a state to be a belief or a desire? And, second, is what needs to be the case in fact the case? Accordingly , if we accepted a certain, simple behaviourist account of, say, our folk Philosophical Studies 59:31--54, 1990. -
How Music Makes Us Feel
Georgia State University ScholarWorks @ Georgia State University Philosophy Theses Department of Philosophy 8-7-2012 How Music Makes Us Feel Alexander Economides Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/philosophy_theses Recommended Citation Economides, Alexander, "How Music Makes Us Feel." Thesis, Georgia State University, 2012. https://scholarworks.gsu.edu/philosophy_theses/106 This Thesis is brought to you for free and open access by the Department of Philosophy at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Philosophy Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. HOW MUSIC MAKES US FEEL by ALEXANDER ECONOMIDES Under the Direction of Andrea Scarantino ABSTRACT According to folk psychology, instrumental music regularly elicits emotions in listeners. Philos- ophers and psychologists such as Kivy, Konecni and Zangwill have questioned the existence of these musically elicited emotions, arguing that instrumental music elicits moods or aesthetic judgments rather than emotions. I defend the folk psychological position against these skeptics. The first chapter sets up the debate surrounding musically elicited emotions, while chapters two and three defend the thesis that instrumental music elicits emotions against the critics’ argu- ments. Chapter four outlines the implications of this defense for a variety of fields. INDEX WORDS: Emotion, Affect, Mood, Cognitivism, -
The Role of Language in Theory of Mind Development
Top Lang Disorders Vol. 34, No. 4, pp. 313–328 Copyright c 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins The Role of Language in Theory of Mind Development Jill G. de Villiers and Peter A. de Villiers Various arguments are reviewed about the claim that language development is critically connected to the development of theory of mind. The different theories of how language could help in this process of development are explored. A brief account is provided of the controversy over the capacities of infants to read others’ false beliefs. Then the empirical literature on the steps in theory of mind development is summarized, considering studies on both typically developing and various language-delayed children. Suggestions are made for intervention by speech language pathologists to enhance the child’s access to understanding the minds of others. Key words: conversation, false beliefs, false complements, language, narrative, theory of mind N THIS ARTICLE, we review arguments on interactions between language and ToM I and evidence for the claim that children’s in both typically developing and language- language acquisition is crucially connected to delayed children. We end with suggestions their development of a theory of mind (ToM). for using language interventions to facilitate Theory of mind refers to the child’s ability to children’s understanding of their own mental understand that other people have minds, and states as well as the minds of others. those minds contain beliefs, knowledge, de- sires, and emotions that may be different from THEORIES OF THE RELATIONSHIP those of the child. If the child can figure out BETWEEN LANGUAGE AND ToM those contents, then other people’s behavior will begin to make sense and, therefore, be Many writers have made a convincing case predictable and explainable. -
Naive Psychology: Preschoolers' Understanding of Intention and False Belief and Its Relationship to Mental Word
Naive Psychology: Preschoolers' Understanding of Intention and False Belief and Its Relationship to Mental Word Item Type text; Electronic Dissertation Authors Jian, Jianhua Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 29/09/2021 04:28:04 Link to Item http://hdl.handle.net/10150/193561 NAIVE PSYCHOLOGY: PRESCHOOLER S’ UNDERSTANDING OF INTENTION AND FALSE BELIEF AND ITS RELATIONSHIP TO MENTAL WORD by Jianhua Jian _____________________ Copyright © Jianhua Jian 2006 A Dissertation Submitted to the Faculty of the DEPARTMENT OF EDUCATION AL PSYCHOLOGY In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2 0 0 6 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Jianhua Jian entitled Naïve psychology: Preschoolers’ understanding of intention and false belief and its relationship to mental word and recommend that it be accepted as fulfilling the dissertation require ment for the Deg ree of Doctor of Philosophy _______ ___________________________ __________________ ________ _______ ____ Date : 3/23/2006 Rosemary Rosser, Ph.D. _______ ___________________________ __________________ ________ ___________ Date: 3/23/2006 Lawre nce Aleamoni, Ph.D. _______ ___________________________ __________________ ________ ___________ Date: 3/23/2006 Sheri Bauman, Ph.D. _______ ___________________________ __________________ ________ ___________ Date: 3/23/2006 Glenda Wilkes, Ph.D. -
A Pluralistic Folk Psychology
WellBeing International WBI Studies Repository 11-2008 It's in Your Nature: A Pluralistic Folk Psychology Kristin Andrews York University Follow this and additional works at: https://www.wellbeingintlstudiesrepository.org/acwp_asie Part of the Animal Studies Commons, Comparative Psychology Commons, and the Other Animal Sciences Commons Recommended Citation Andrews, K. (2008). It’s in your nature: a pluralistic folk psychology. Synthese, 165(1), 13-29. This material is brought to you for free and open access by WellBeing International. It has been accepted for inclusion by an authorized administrator of the WBI Studies Repository. For more information, please contact [email protected]. It's in Your Nature: A Pluralistic Folk Psychology Kristin Andrews York University 1. Folk psychology as attribution of the attitudes The everyday human practices of predicting, explaining, interpreting, judging, coordinating and otherwise socially interacting with others are grounded in an understanding of others as minded agents. This understanding of others is commonly understood as requiring the ability to attribute mental states— paradigmatically beliefs and desires. However, there is good reason to think that the commonsense conception of the mind is pluralistic, and not limited to the attribution of propositional attitudes. While it is true that part of the commonsense view is that people act for reasons, and that those reasons are mentally represented propositions, the folk also think that people act because of who they are as persons. I will argue that people predict and explain behavior by appeal to personality traits, and that at least some personality traits cannot be understood as an oblique reference to beliefs, desires, or any other propositional attitude. -
Psychology 3131 Professor June Gruber Human Emotion
Human Emotion Psychology 3131 Professor June Gruber Human Emotion What is an Emotion? QUESTIONS? William James “To the psychologist alone can such questions occur as: Why do we smile, when pleased, and not scowl? Why are we unable to talk to a crowd as we talk to a single friend? Why does a particular maiden turn our wits upside-down?” James, W. (1982). Psychology - Briefer course. New York: Henry Holt. New edition, New York: Harper & Row, 1961. William James “The common man can only say: "Of course we smile, of course our heart palpitates at the sight of the crowd, of course we love the maiden. And so, probably, does each animal feel about the particular things it tends to do in the presence of certain objects...” James, W. (1982). Psychology - Briefer course. New York: Henry Holt. New edition, New York: Harper & Row, 1961. Roadmap Theories of emotion Components Classification Expert Interview Roadmap TheoriesTheories ofof emotionemotion Components Classification Expert Interview Theories of Emotion Timeline Theories ofEmotion Ancient Greek Enlightenment Darwin William James James-Lange Cannon-Bard Schachter-Singer Lazarus Theories of Emotion Timeline Hippocrates: 4 Humors Aristotle: Moderation principle Ancient Greek “Getting angry or sad is easy and anyone can do it; but doing it... in the right amount, at the right time, and in the right way is not easy, nor can everyone do it.” - ARISTOTLE, Nicomachean Ethics, 11.9, 1109a27 Theories of Emotion Timeline Descartes Spinoza Hume Enlightenment Theories of Emotion Timeline Evolutionary Approach Expression of Emotions in Man & Animals Emotions evolutionarily evolved, serve survival purpose Darwin Immediately a bestseller of it’s time (over 5,000 copies) 1st Scientific Treatment of Emotion Includes survey data Observations of healthy and mentally ill individuals Personal anecdotes (e.g., grief expressions in Darwin’s own family after death) Darwin’s Three Principles Darwin’s Three Principles I. -
Solving the Emotion Paradox: Categorization and the Experience of Emotion
Personality and Social Psychology Review Copyright © 2006 by 2006, Vol. 10, No. 1, 20–46 Lawrence Erlbaum Associates, Inc. Solving the Emotion Paradox: Categorization and the Experience of Emotion Lisa Feldman Barrett Department of Psychology Boston College In this article, I introduce an emotion paradox: People believe that they know an emo- tion when they see it, and as a consequence assume that emotions are discrete events that can be recognized with some degree of accuracy, but scientists have yet to pro- duce a set of clear and consistent criteria for indicating when an emotion is present and when it is not. I propose one solution to this paradox: People experience an emo- tion when they conceptualize an instance of affective feeling. In this view, the experi- ence of emotion is an act of categorization, guided by embodied knowledge about emotion. The result is a model of emotion experience that has much in common with the social psychological literature on person perception and with literature on em- bodied conceptual knowledge as it has recently been applied to social psychology. Humans experience emotion. For many, experience people feel fear when their fear mechanism has trig- serves as an emotion’s central and defining aspect. We gered, such that this feeling shapes perception and feel the heat of anger, the despair of sadness, the dread decision making and can have important conse- of fear. Most days, at least in North America, each of us quences for social relationships. asks and answers about our emotional state. We talk Although there is accumulating evidence that the about our experiences of emotion over coffee, or dur- experience of emotion can have great consequence for ing a telephone conversation, or in a therapist’s office. -
The Unconscious in Social Explanation
UC Berkeley UC Berkeley Previously Published Works Title The Unconscious in Social Explanation Permalink https://escholarship.org/uc/item/23z014dj Journal Philosophical Psychology, 17 Author Bevir, Mark Publication Date 2004 Peer reviewed eScholarship.org Powered by the California Digital Library University of California THE UNCONSICOUS IN SOCIAL EXPLANATION By Mark Bevir I. CONTACT INFORMATION Department of Political Science, University of California, Berkeley, CA 94720-1950 [E-mail: [email protected] ] II. ABSTRACT The proper range and content of the unconscious in the human sciences should be established by reference to its conceptual relationship to the folk psychology that informs the standard form of explanation therein. A study of this relationship shows that human scientists should appeal to the unconscious only when the language of the conscious fails them, that is typically when they find a conflict between people's self-understanding and their actions. This study also shows that human scientists should adopt a broader concept of the unconscious than the one developed by Freud, that is, one free from his ahistorical concept of the instincts and his ahistorical emphasis on the sexual experiences of childhood. The unconscious, understood in this way, has an ambiguous relationship to more recent linguistic and narrativist strands of psycho-analysis. III. KEY WORDS Explanation, Freud, Mind, Narrative, Psychology, Sociology, Unconscious THE UNCONSCIOUS IN SOCIAL EXPLANATION The genius of Freud lies in the concepts he gave us to discuss things people barely could discuss before (Wollheim, 1993, pp. 106-24). Where people had found meaningless stuff, they now find patterns of behaviour that make sense. -
The Place of the Psyche in a Constructed World
Swarthmore College Works Psychology Faculty Works Psychology 12-1-1997 The Place Of The Psyche In A Constructed World Kenneth J. Gergen Swarthmore College, [email protected] Follow this and additional works at: https://works.swarthmore.edu/fac-psychology Part of the Psychology Commons Let us know how access to these works benefits ouy Recommended Citation Kenneth J. Gergen. (1997). "The Place Of The Psyche In A Constructed World". Theory And Psychology. Volume 7, Issue 6. 723-746. DOI: 10.1177/0959354397076001 https://works.swarthmore.edu/fac-psychology/321 This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in Psychology Faculty Works by an authorized administrator of Works. For more information, please contact [email protected]. See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/258190640 The Place of the Psyche in a Constructed World ARTICLE in THEORY & PSYCHOLOGY · DECEMBER 1997 Impact Factor: 0.7 · DOI: 10.1177/0959354397076001 CITATIONS READS 63 55 2 AUTHORS, INCLUDING: Kenneth J. Gergen Swarthmore College 278 PUBLICATIONS 11,202 CITATIONS SEE PROFILE Available from: Kenneth J. Gergen Retrieved on: 05 April 2016 Draft copy for Theory and Psychology, 1997, 7, 31-36. The Place of the Psyche in a Constructed World Kenneth J. Gergen Interest in the family of ideas loosely labeled "social constructionist" has burgeoned within recent years, and now spans the full range of the social sciences and humanities. -
Folk Psychology317
Folk Psychology317 In the study of naive biology, disagreement arises over Bulmer, R. (1967). Why is the cassowary not a bird? Man 2: 5–25. whether higher-order principles evince strong or weak Carey, S. (1995). On the origins of causal understanding. In S. NATIVISM; that is, whether they reflect the innate modularity Sperber, D. Premack, and A. Premack, Eds., Causal Cognition. and DOMAIN-SPECIFICITY of folk biology (Inagaki and Oxford: Clarendon Press. Hatano 1996), or are learned on the basis of cognitive prin- Darwin, C. (1859). On the Origins of Species by Natural Selec- tion. London: Murray. ciples inherent to other domains, such as NAIVE PHYSICS or Ellen, R. (1993). The Cultural Relations of Classification. Cam- FOLK PSYCHOLOGY (Carey 1995). One candidate for a bridge: Cambridge University Press. domain-specific principle involves a particular sort of Gilmour, J., and S. Walters. (1964). Philosophy and classification. ESSENTIALISM, which carries an invariable presumption that In W. Turrill, Ed., Vistas in Botany, vol. 4: Recent Researches in the various members of each generic species share a unique Plant Taxonomy. Oxford: Pergamon Press. underlying nature, or biological essence. Such an essence Hunn, E. (1976). Toward a perceptual model of folkbiological clas- may be considered domain-specific insofar as it is an intrin- sification. American Ethnologist 3: 508–524. sic (i.e., nonartifactual) teleological agent, which physically Inakagi, K., and G. Hatano. (1996). Young children’s recognition (i.e., nonintentionally) causes the biologically relevant parts of commonalities between plants and animals. Child Develop- and properties of a generic species to function and cohere ment 67: 2823–2840. -
(Tomi): a Study of Typically Developing Children and Children with Autism Spectrum Disorder
J Autism Dev Disord DOI 10.1007/s10803-011-1244-7 ORIGINAL PAPER Psychometric Evaluation of the Theory of Mind Inventory (ToMI): A Study of Typically Developing Children and Children with Autism Spectrum Disorder Tiffany L. Hutchins • Patricia A. Prelock • Laura Bonazinga Ó Springer Science+Business Media, LLC 2011 Abstract Two studies examined the psychometric prop- underlies our folk psychology with which we impute erties of the Theory of Mind Inventory (ToMI). In Study mental states to others and ourselves’’ (Perner and Lang One, 135 caregivers completed the ToMI for children (ages 2000, p. 150) and ‘‘an intentional stance that characterizes 3 through 17) with autism spectrum disorder (ASD). human social interaction’’ (Astington 2003, p. 14). Indeed, Findings revealed excellent test–retest reliability and ToM has been described as a term that ‘‘refuses to be internal consistency. Principle Components Analysis corralled’’ (Astington and Baird 2005, p. 4) and so one revealed three subscales related to the complexity of ToM useful description of ToM is its construal as a complex and understanding. In Study Two, data were collected for 124 multifaceted construct that reflects the understanding of an typically developing children (2 through 12 years). Find- interconnected network of mental states. ings again revealed excellent test–retest and internal con- Despite the tremendous activity in the field and devel- sistency. The ToMI distinguished groups by age (younger opments in ToM assessment procedures (for reviews see vs. older children) and developmental status (typically Baron-Cohen 2000; Sprung 2010), the measurement of developing vs. ASD), and predicted child performance on a ToM has traditionally been associated with several chal- ToM task battery.