Embodied Mind and Cognition

"We present data and argument to show that in Tetris—a real‒time interactive video game — certain cognitive and perceptual problems are more quickly, easily, and reliably solved by performing actions in the world rather than by performing computational actions in the head alone. We have found that some translations and rotations are best understood as using the world to improve cognition. These actions are not used to implement a plan, or to implement a reaction; they are used to change the world in order to simplify the problem-solving task. Thus, we distinguish pragmatic actions—actions performed to bring one physically closer to a goal—from epistemic actions—actions performed to uncover information that is hidden or hard to compute mentally.

To illustrate the need for epistemic actions, we first develop a standard information—processing model of Tetris—cognition, and show that it cannot explain performance data from human players of the game–even when we relax the assumption of fully sequential processing. Standard models disregard many actions taken by players because they appear unmotivated or superfluous. However, we describe many such actions that are actually taken by players that are far from superfluous, and that play valuable roles in improving human performance. We argue that traditional accounts are limited because they regard action as having a single function: to change the world. By recognizing a second function of action–an epistemic function–we can explain many of the actions that a traditional model cannot. Although, our argument is supported by numerous examples specifically from Tetris, we outline how the one category of epistemic action can be incorporated into theories of action more generally."

Why do people create extra representations to help them make sense of situations, diagrams, illustrations, instructions, and problems?  What extra power do these representations give us?  The obvious explanation – external representations save internal memory and computation – is only part of the story.  I discuss eight ways external representations enhance cognitive power: they change the cost structure of the inferential landscape;  they provide a structure that can serve as a shareable object of thought; they create persistent referents; they facilitate re-representation; they are often a more natural representation of structure than mental representations; they facilitate the computation of more explicit encoding of information; they enable the construction of arbitrarily complex structure; and they lower the cost of controlling thought – they help coordinate thought.  Jointly, these functions allow people to think more powerfully with external representations than without. They allow us to think the previously unthinkable.

This is nominally a book review of Hutto and Myin’s Radicalizing Enactivism: Basic Minds Without Content (The MIT Press, 2013). But it is a narrowly focused and highly prejudicial review, which presents an analysis of a contradiction at the heart of the book. Radicalizing Enactivism is a powerful and original philosophical argument against representations in cognition, but it repeatedly endorses an old-fashioned representationalism about language. I show that this contradiction arises from the authors’ unexamined, reflexive adoption of traditional linguistic concepts and terminology, which presuppose a representational interpretation of linguistic capacities and phenomena. The key piece of evidence for this analyses is the separability of Hutto and Myin’s substantive remarks on the ontogeny of language-dependent cognitive capacities, which they explain in terms of scaffolding and decoupling, from the representational gloss on those remarks that they present as if it were simply identical with observed empirical matters of fact. They follow a model laid out in Hutto’s earlier work, in which everyday linguistic activity is understood as instantiating abstract public vehicles with representational content (i.e., sentences which express propositions). I argue that this model is susceptible both to pre-existing arguments against representational theories of language and to a variant of their own ‘Hard Problem of Content’. The take-away lesson from Radicalizing Enactivism is that anti-representationalist accounts of language remain unconvincing - even to radicals like Hutto and Myin - because they have no way of explaining the phenomenal experience of literate speakers, wherein words really do feel like instantiations of abstract forms with determinable semantics. I suggest that anti-representationalists can address this by focusing on the ways in which patterns of attention become stabilized and interpersonally regularized as we learn language.

LINK TO AUDIO EXAMPLES: https://app.box.com/shared/zfnti1nkk8

The dual theories of embodied mind and situated cognition, in which physical/temporal embodiment and physical/social/cultural environment contribute crucially to the structure of mind, are brought to bear on issues in music perception. It is argued that cognitive universals grounded in human bodily experience are tempered by the cultural specificity that constructs the role of the body in musical performance. Special focus is given to microrhythmic techniques in specific forms of African-American music, using audio examples created by the author or sampled from well-known jazz recordings.

Music Perception: An Interdisciplinary Journal, Vol. 19, No. 3 (Spring 2002), pp. 387-414

An argument is developed to show that the origin and evolution of the perceptual guidance of movements and the movement enhancement of opportunities to perceive, that is, perception-action cycles, have a direct and deep connection with thermodynamic principles.  The cornerstones of the argument are: (a) maximum entropy production as a physical selection principle (thermodynamic fields will behave in such a fashion as to get to the final state- minimize the field potential or maximize the entropy- at the fastest possible rate given the constraints; (b) the inexorability of order production (order produces entropy is inexorable because order produces entropy faster than disorder); (c) evolution as a global phenomenon (the Earth system at its highest level evolves as a single global entity): and (d) information in Gibson's law-based, specificational sense (invariant relations exist between higher order properties of structured energy distributions and their environmental sources). The progressive emergence of perception-action cycles in the evolution of Earth as a global entity is the lawful product of opportunistic physics: There was no other way to produce the collective order (ordered) states that would engender these higher levels of dissipation.  Perception-action cycles express higher order symmetries of the world itself in its own becoming.  Perception-action is the physics at these higher levels.

Sociological propositions about the workings of cognition are rarely specified or tested, but are of central relevance to studies of culture, social judgment, and social movements. This paper draws out lessons of recent work from sociological theory, cognitive science, psychology, and neuroscience on the embodied nature of knowledge and thought, and develops implications of these lessons for cultural and cognitive sociology. Knowledge ought to be conceived of as fundamentally embodied, because sensory information is a fundamental component of experience as it is stored in long-term memory, and because bodily responses and intuitions often precede reflexive or strategic thought. I argue that the challenge of embodied knowledge for cultural sociology is threefold: to develop cultural theories of motivation; to specify the ways in which the body structures discourses endogenously; and to specify how embodied motivations and embodied discourses interact.

Narrative, the creation of imaginative projects and experiences displayed in expressions of movement and voice, is how human cooperative understanding grows. Human understanding places the character and qualities of objects and events of interest within stories that portray intentions, feelings, and ambitions, and how one cares about them. Understanding the development of narrative is therefore essential for understanding the development of human intelligence, but its early origins are obscure. We identify the origins of narrative in the innate sensorimotor intelligence of a hypermobile human body and trace the ontogenesis of narrative form from its earliest expression in movement. Intelligent planning, with self-awareness, is evident in the gestures and motor expressions of the mid-gestation fetus. After birth, single intentions become serially organized into projects with increasingly ambitious distal goals and social meaning. The infant imitates others’ actions in shared tasks, learns conventional cultural practices, and adapts his own inventions, then names topics of interest. Through every stage, in simple intentions of fetal movement, in social imitations of the neonate, in early proto-conversations and collaborative play of infants and talk of children and adults, the narrative form of creative agency with it four-part structure of ‘introduction,’ ‘development,’ ‘climax,’ and ‘resolution’ is present. We conclude that shared rituals of culture and practical techniques develop from a fundamental psycho- motor structure with its basic, vital impulses for action and generative process of thought-in-action that express an integrated, imaginative, and sociable Self. This basic structure is evident before birth and invariant in form throughout life. Serial organization of single, non-verbal actions into complex projects of expressive and explorative sense- making become conventional meanings and explanations with propositional narrative power. Understanding the root of narrative in embodied meaning-making in this way is important for practical work in therapy and education, and for advancing philosophy and neuroscience.

This article presents the first systematic typological study of emotional expressions involving body parts at the scale of a continent, in this case the Australian continent. The role of body parts in figurative descriptions of emotions, a well-established phenomenon across the world, is known to be widespread in Australian languages. This article presents a typology of body-based emotional expressions across a balanced sample of 67 languages, where 30 distinct body parts occur in emotional expressions. The belly is by far the most frequent, and a dozen others also have significant representations. The study shows how the properties of these body parts-e.g. whether they are internal organs, visible facial parts-partly determines which historical scenarios led to their linguistic associations with emotions, and in turn, their semantic and figurative properties.

This paper suggests that reference to phenomenal qualities is best understood as involving iconicity, that is, a passage from sign-vehicle to object that exploits a similarity between the two. This contrasts with a version of the ‘phenomenal concept strategy’ that takes indexicality to be central. However, since it is doubtful that phenomenal qualities are capable of causally interacting with anything, indexical reference seems inappropriate. While a theorist like David Papineau is independently coming to something akin to iconicity, I think some of the awkwardness that plagues his account would be remedied by transitioning to a more inclusive philosophy of signs.

Philosophy and Memory Traces defends two theories of autobiographical memory. One is a bewildering historical view of memories as dynamic patterns in fleeting animal spirits, nervous fluids which rummaged through the pores of brain and body. The other is new connectionism, in which memories are ‘stored’ only superpositionally, and are reconstructed rather than reproduced. Both models depart from static archival metaphors by employing distributed representation, which brings interference and confusion between memory traces. Both raise urgent issues about control of the personal past, and about relations between self and body.

The book’s historical argument is anchored by a reinterpretation of Descartes’ dynamic physiology of memory and strange philosophy of the body. English critics of Descartes’ view of memories as motions complained that mechanistic neurophilosophy could not guarantee order in memory, and instead sought techniques for controlling the brain. In a new account of 18th-century philosophers’ fears of confusion in remembering, the author demonstrates the role of bizarre body fluids in moral physiology, as philosophers from Locke to Reid and Coleridge struggled to control their own innards and impose cognitive discipline on ‘the phantasmal chaos of association’. Finally, in a defence of connectionism against Jerry Fodor and against phenomenological and Wittgensteinian critics of passive mental representations, the author shows how problems of the self are implicated in contemporary sciences of mind. The book is an experiment in historical cognitive science, based on a belief that the interdisciplinary study of memory can exemplify the simultaneous attention to brain, body, and culture towards which psychological sciences must aim.

CONTENTS (Download at http://www.johnsutton.net/PhilosophyandMemoryTraces.htm)
1 Introduction: traces, brains, and history
                  Appendix: memory and connectionism

Part I Animal spirits and memory traces
Introduction to Part I: Animal Spirits and Memory Traces
2 Wriggle-work: the quick and nimble animal spirits
3 Memory and 'the Cartesian philosophy of the brain'
                  Appendix 1: nerves, spirits, and traces in Descartes
                  Appendix 2: Malebranche on memory

Part II Inner discipline
Introduction to Part II: Inner Discipline
4 Spirit sciences, memory motions
5 Cognition, chaos, and control in English responses to Descartes' theory of memory
6 Local and distributed representations
7 John Locke and the neurophilosophy of self
                  Appendix: memory and self in Essay II.27
8 The puzzle of survival
9 Spirits, body, and self
10 The puzzle of elimination

Part III 'The phantasmal chaos of association'
Introduction to Part III: 'The phantasmal chaos of association'
11 Fodor, connectionism, and cognitive discipline
12 Associationism and neo-associationism
13 Hartley's distributed model of memory
14 Attacks on neurophilosophy: Reid and Coleridge

Part IV Connectionism and the philosophy of memory
Introduction to Part IV: connectionism and the philosophy of memory
15 Representations, realism, and history
16 Attacks on traces
17 Order, confusion, remembering

References
Index

As portrayed in Andy Clark’s extended mind thesis (EMT), human minds are inherently disposed to expand their reach outwards, incorporating and feeding off an open-ended variety of tools and scaffolds to satisfy their hunger for cognitive expansion. According to Steve Fuller’s heterodox Christian vision of transhumanism, humans are deities in the making, destined to redeem their fallen state with the help of modern science and technology. In this chapter, I re-examine Clark’s EMT through the prism of Fuller’s transhumanism, with the aim of unearthing a subterranean influence of theological tropes that are sweeping along beneath the naturalistic veneer of Clark’s thesis. Starting from four theological principles, which Fuller regards as foundational to his version of transhumanism, I review the philosophical narrative which, in Fuller’s view, provides the best philosophical motivation for the contemporary transhumanist project. On the basis of my reconstruction, I show how distant intellectual offshoots of the same principles mobilized by Fuller are also at play in Clark’s EMT – dressed up in secular garb, for sure, and in a materialistically inflected form, yet with a recognizably transhumanist bent. Undertaking this “archeology” of the EMT takes us surprisingly deep into the history of Western thought – to a point where Clark’s evocative “natural-born cyborg” image of humanity, with its emphasis on the radical openness of human nature to transcend itself, comes into view as a subtly blended continuation of certain historically consequential articulations of the Christian doctrine that humans are born “in the image and likeness” of God (imago dei).

In the course of daily life we solve problems often enough that there is a special term to characterize the activity and the right to expect a scientific theory to explain its dynamics. The classical view in psychology is that to solve a problem a subject must frame it by creating an internal representation of the problem‘s structure, usually called a problem space. This space is an internally generable representation that is mathematically identical to a graph structure with nodes and links. The nodes can be annotated with useful information, and the whole representation can be distributed over internal and external structures such as symbolic notations on paper or diagrams. If the representation is distributed across internal and external structures the subject must be able to keep track of activity in the distributed structure. Problem solving proceeds as the subject works from an initial state in this mentally supported space, actively construction possible solution paths, evaluating them and heuristically choosing the best. Control of this exploratory process is not well understood, as it is not always systematic, but various heuristic search algorithms have been proposed and some experimental support has been provided for them.

Does self-knowledge help? A rationalist, presumably, thinks that it does: both that self-knowledge is possible and that, if gained through appropriate channels, it is desirable. Descartes notoriously claimed that, with appropriate methods of enquiry, each of his readers could become an expert on herself or himself. In this paper I reject the widespread interpretation of Descartes which makes his dualist view of the body as negative or as pathological as that expressed by Socrates in Plato's *Phaedo*. I argue not just that the old moral cosmobiological disgust at the body is absent in Descartes, but that, positively, Descartes *requires* us to contract full intimacy with our own body and our own peculiar past. He does wish for objective knowledge in these difficult domains, but this does not render his neurological ethics a universal prescription, for such objective knowledge is nevertheless knowledge of local phenomena, of the peculiarities of idiosyncratic associations. Civilsing the body, in seeking dominion over it, is a *process*; and, I will argue, Descartes was too firmly convinced that the body constantly changes its nature to have thought consistently that the process could come to an end. My case rests first on an analysis, in the next three sections, of capacities which, according to Descartes, we share with other animals. Sections 2 and 3 argue for strongly dynamic interpretations of Descartes' views on body and on corporeal memory respectively. Then Section 4 backtracks to support more firmly the surprisingly complex form of 'automatic' responses which I attribute to Descartes' beast- and body-machines. Finally, in section 5, I reintroduce the soul and the capacities for reflection which it allows in the human compound, showing how closely Descartes thinks we must work with the body, its habits and its history, in deliberately moulding our associative responses with active mind.

Philosophers have often argued that ascriptions of content are appropriate only to the personal level states of folk psychology. Against this, this paper defends the view that the familiar propositional attitudes and states defined over them are part of a larger set of cognitive proceses that do not make constitutive reference to concept possession. It does this by showing that states with nonconceptual content exist both in perceptual experience and in subpersonal information-processing systems. What makes these states content-involving is their satisfaction of certain basic conditions deriving from a general account of representation-driven behaviour that is neutral on the question of concept possession. It is also argued that creatures can be in states with nonconceptual content even though they possess no conceptual abilities at all.

Drawing on Bourdieu’s theory of habitus and incorporating insights from feminist and critical race and legal scholarship on the creation of “subjugated knowledge,” this article investigates the dispositional production of perceptions of injustice, politics, and morality among differently situated members of a subordinated population. Based on ethnographic fieldwork within and across the West Bank and the Israeli city of Lod, I track how the political rhetoric that Lod Palestinians use to describe key issues in their lives—for example, drug use and dealing, and poor formal education—differs from the moral judgments through which West Bank Palestinians, who have moved to the city and remain there precariously, interpret the same issues. This article traces this interpretive divergence to two dispositional formations: one that has emerged under protracted conditions of denigration, criminalization, and surveillance in Lod and the other that has been produced over time by military rule in the West Bank and imported to Lod by West Bank Palestinians who moved there. It concludes by calling attention to the role of dispositions in studies of identity-formation and boundary-work as well as issues of submission and resistance in contexts of subordination

The binary divide between traditional cognitivist and enactivist paradigms is tied to their respective commitments to understanding cognition as based on knowing that as opposed
to knowing how. Using O’Regan’s and No¨e’s landmark sensorimotor contingency theory of perceptual experience as a foil, I demonstrate how easy it is to fall into conservative thinking. Although their account is advertised as decidedly ‘skill-based’, on close inspection it shows itself to be riddled with suppositions threatening to reduce it to a rules-and-representations approach. To remain properly enactivist it must be purged of such commitments and indeed all commitment to mediating knowledge: it must embrace a more radical enactivism.

This is a book about the self, self-consciousness, and subjectivity. Clearly we are animal creatures, with animal bodies and animal desires and appetites. Equally clearly, we are conscious beings with interiority, able to think of ourselves as ourselves. Two influential depictions of our humanity have increasingly come to seem unworkable: the scientistic picture, that we are nothing but especially complex networks of neural firings; and the Abrahamic picture, that we are immaterial souls associated with but separable from our animal bodies. Do the Indians, who thought long and hard about the question of what it is to be a human being, have any alternative advice? I believe so. The answer I will offer arises out of my reflection upon their discussion, but is not the view of any single participant within it. My proposal will draw from Buddhist analyses of subjectivity and self-consciousness, and on other Indian theories of emergence, subconscious mechanisms, embodiment, and the emotions. What will gradually emerge from this exercise in conceptual retrieval from historical sources is a philosophical explanation of the compatibility of naturalism with the first-person stance, within the parameters of a new conception of self. Selves, embodied subjects of consciousness, come into view from the standpoint of a liberal naturalism.

"Ganeri's book is truly impressive in its scope and sophistication. Even if one is not enamored of the idea of selves that are distinct from persons—as I am not—one will flnd this book a creative contribution to the discussion of persons. Although I lack the competence to judge Ganeri's interpretation of Indian texts, I highly recommend this book for its rich discussion as well as its complex account of the self. Ganeri's holistic, nonscientistic, and nonreductive approach to our mental lives will be highly congenial to those who appreciate the richness of mental life, including its flrst-personal aspects."
—Lynne Rudder Baker, Review of Metaphysics 2013

"Ganeri manages the amazing feat of writing for two different audiences at once. One is Western-trained philosophers looking for answers to the puzzling questions the various properties of the self. They will find a thorough and sophisticated discussion that at the same time introduces them to a stunning set of intellectual gems from India's philosophical history. The second audience consists of scholars working on Ancient Indian materials dealing with the relation of body, mind, and self. Even though the discussion is going to be considerably more hard-going for this audience, they will find new insights into ways of thinking about the Ancient Indian discussion and the interrelation between various philosophical traditions on almost every page. The ease with which Ganeri manages to keep both audiences on board without sacrificing either philosophical sophistication, or distorting the nuances of the historical discussion by broad- brush generalizations found in less accomplished works on cross-cultural philosophical debates is nothing less than astonishing. It is no exaggeration to say that this book marks the beginning of a completely new phase in the study of Indian philosophy, one in which a firm grasp of the historical material forms the basis for going beyond pure exegesis, opening up the way for doing philosophy with ancient sources."
—Jan Westerhoff, Notre Dame Philosophical Reviews 2013

"Emergence is but one of the many important issues tackled in a book whose scope extends over a large range of philosophical puzzles about the self. There are intriguing taxonomies of theories of the mind, ancient and modern, and an abundance of critical discus- sion, including an acute critique of the Buddhist view of the self. Both because of the clarity of its grasp of the contemporary landscape in analytic philosophy of mind, and because of the special slant given by the author’s knowledge of Indian philosophy, the work has a lot to offer. While it would be unrealistic to expect from this (or perhaps any) book definitive solutions to the intractable problems of mind and body, Ganeri’s understanding of what it means to ap- proach these problems from a broadly naturalist perspective seems to me to be a good deal more nuanced, and more philosophically in- teresting, than much of the contemporary literature in the philosophy of mind."
—John Cottingham, Philosophy, 2013

"Recently internalists have mounted a counter-attack on the attempt to redefine the bounds of cognition. The counter-attack is aimed at a radical project which I call ‘‘cognitive integration,’’ which is the view that internal and external vehicles and
processes are integrated into a whole. Cognitive integration can be defended against the internalist counter arguments of Adams and Aizawa (A&A) and Rupert. The disagreement between internalists and integrationists is whether the manipulation of external vehicles constitutes a cognitive process. Integrationists think that they do, typically for reasons to do with the close coordination and causal interplay between internal and external processes. The internalist criticisms of the manipulation thesis fail because they misconstrue the nature of manipulation, ignore the hybrid nature of cognition, and take the manipulation thesis to be dependent upon a weak parity principle."

Whereas emerging technologies, such as touchscreen tablets, are bringing sensorimotor interaction back into mathematics learning activities, existing educational theory is not geared to inform or analyze passages from action to concept. We present case studies of tutor–student behaviors in an embodied-interaction learning environment, the Mathematical Imagery Trainer. Drawing on ecological dynamics—a blend of dynamical-systems theory and ecological psychology—we explain and demonstrate that: (a) students develop sensorimotor schemes as solutions to interaction problems; (b) each scheme is oriented on an attentional anchor—a real or imagined object, area, or other aspect or behavior of the perceptual manifold that emerges to facilitate motor-action coordination; and (c) when symbolic artifacts are introduced into the arena, they may both mediate new affordances for students’ motor-action control and shift their discourse into explicit mathematical re-visualization of the environment. Symbolic artifacts are ontological hybrids evolving from things you act with to things you think with. Students engaged in embodied-interaction learning activities are first attracted to symbolic artifacts as prehensible environmental features optimizing their grip on the world, yet in the course of enacting the improved control routines, the artifacts become frames of reference for establishing and articulating quantitative systems known as mathematical reasoning.

I review the data on human visual perception that reveal the critical role played by non-visual contextual factors influencing visual activity. The global perspective that progressively emerges reveals that vision is sensitive to multiple couplings with other systems whose nature and levels of abstraction in science are highly variable. Contrary to some views where vision is immersed in modular hard-wired modules, rather independent from higher-level or other non-cognitive processes, converging data gathered in this article suggest that visual perception can be theorized in the larger context of biological, physical, and social systems with which it is coupled, and through which it is enacted. Therefore, any attempt to model complexity and multiscale couplings, or to develop a complex synthesis in the fields of mind, brain, and behavior, shall involve a systematic empirical study of both connectedness between systems or subsystems, and the embodied, multiscale and flexible teleology...

Vygotsky conceptualized the teaching/learning process as inherently collaborative. We extend prior evaluations of this claim by enlisting eye-tacking instruments to monitor the perceptual activity of four teacher-student dyads, as the student solves a challenging manipulation problem designed to ground the scientific notion of parabolas in their new sensorimotor routines. Analyzing each dyad's gaze paths led us to model the teaching/learning process as the emergence and dynamic transformation of intersubjective coupling between the student and tutor perception action systems. While the student's sensory-motor coordination gradually gravitates toward an effective routine, the tutor's perception is iteratively launched from the student's current action, until the tutor detects an optimal moment for verbal intervention. In this micro-zone of proximal development, the student's motor action comes to align with the tutor's cultural-perspective strategy. Our elaboration of the cultural-historical approach to teaching/learning draws on research on joint attention and joint action from the cognitive sciences as well as the embodied design approach from the educational sciences and demonstrates a compatibility of Vygotsky's heritage and complex dynamic systems theory. Finally, we discuss the educational value of the observed student-tutor intersubjective coupling phenomena, thus grounding the contribution of this multidisciplinary study within educational concerns. 1. Overview The objective of this study is to contribute to a better understanding of the teaching/learning process. Our approach is to evaluate and elaborate on Vygotsky's historical assertion that learning is a student and a teacher's irreducibly collaborative achievement, through which the student develops existing naive forms of perceiving and acting on the environment into cultural forms (Vygotsky, 1935/2001). One major challenge of this enduring effort to evaluate Vygotsky's model has been the lack of research instruments for making evident how the student and tutor are perceiving the world as they act upon it. Now, almost a century since Vygotsky first articulated his model, we are equipped with technological instruments and analytic methodology for tracking people's gaze direction at a high sampling frequency and searching for patterns in this sensory activity as they relate to co-performed physical actions. Recent

In contemporary philosophy of the cognitive sciences, proponents of the ‘Hypothesis of Extended Cognition’ (HEC) have focused on demonstrating how cognitive processes at times extend beyond the boundaries of the human body to include external physical devices. In recent years the HEC framework has been put to use
in cases of “socially” extended cognition. The guiding intuition in this paper is that exploring the cognitive incorporations of genuinely social elements may advance HEC debates. The paper provides an analysis of emotion regulation in ‘dyadic synchronic
interaction’ between infant and caretaker and argues that some ‘socially extended’ cases of cognition cannot be captured with the HEC. Instead, the ‘Hypothesis of Emergent Extended Cognition’ (HEEC) is introduced that complements the HEC and helps in understanding how cognitive properties are sometimes irreducibly emergent, non-programmed properties of coupled social systems. It will be concluded that operating with the HEEC leads to both a more precise grip on the explanandum and to a
more robust explanans.

Perceptions of happy facial affect from asymmetric composite faces presented in free vision were compared in four groups: left-to-right readers (Hindi), right-to-left readers (Arabic), left-to-right and right-to-left readers (Hindi/Urdu) and illiterates (Hindi/Urdu). Right - and left-handed users of Hindi and Urdu were studied. The analysis of asymmetry scores revealed a significant effect of Group, such that a left hemifield preference was present only in the left-to-right (Hindi) group. There were no reliable differences between right- and left-handers. Furthermore, the leftward bias was present in a significantly larger proportion of Hindi than Urdu or Arabic readers. These results are taken to reflect an interaction between a cerebral laterality effect and a directional scanning effect in facial affect judgment.

In this paper I aim to show that the creation and manipulation of written vehicles is part of our cognitive processing and, therefore, that writing transforms our cognitive abilities. I do this from the perspective of cognitive integration: completing a complex cognitive, or mental, task is enabled by a co-ordinated interaction between neural processes, bodily processes and manipulating written sentences. In section one I introduce Harris’ criticisms of ways in which writing has been said to restructure thought (Goody 1968; McLuhan 1962, 1964; Ong 1982). This will give us a preliminary idea about possible pitfalls for a cognitive integrationist account. The second section outlines, firstly, how integrated cognitive systems function. Secondly, the model is applied to a hybrid mental act where writing allows us to complete complex cognitive tasks. The final section outlines the sense in which, following Harris, there is “a more realistic picture of how writing restructures thought” [Harris, R., 1989. How does writing restructure thought? Language and Communication 9 (2/3) 99–106] that is concealed by the ‘romantic fantasies’ of theorists such as the above. This picture is one of writing providing an autoglottic space in which a new form of theoretical thinking becomes prevalent. The cognitive integrationist understands this in terms of the nature of the written vehicles and how we manipulate them

Mirror neuron research has come a long way since the early 90’s, and many theorists are now stressing the heterogeneity and complexity of the sensorimotor properties of fronto-parietal circuits. However, core aspects of the initial ‘mirror mechanism’ theory, i.e. the idea of a symmetric encapsulated mirroring function translating sensory action perceptions into motor formats, still appears to be shaping much of the debate. This article challenges the empirical plausibility of the sensorimotor segregation implicit in the original mirror metaphor. It is proposed instead that the teleological organization found in the broader fronto-parietal circuits might be inherently sensorimotor. Thus the idea of an independent ‘purely perceptual’ goal understanding process is questioned. Further, it is hypothesized that the often asymmetric, heterogeneous and contextually modulated mirror and canonical neurons support a function of multisensory mapping and tracking of the perceiving agents affordance space. Such a shift in the interpretative framework offers a different theoretical handle on how sensorimotor processes might ground various aspects of intentional action choice and social cognition. Mirror neurons would under the proposed “social affordance model” be seen as dynamic parts of larger circuits, which support tracking of currently shared and competing action possibilities. These circuits support action selection processes—but also our understanding of the options and action potentials that we and perhaps others have in the affordance space. In terms of social cognition ‘mirror’ circuits might thus help us understand not only the intentional actions others are actually performing—but also what they could have done, did not do and might do shortly.

To investigate the unique kinds of mentality involved in skilled performance, this paper explores the performance ecology of the Māori haka, a ritual form of song and dance of the indigenous people of Aotearoa New Zealand. We respond to a recent proposal to program robots to perform a haka as 'cultural preservationists' for 'intangible cultural heritage'. This 'Robot Māori Haka' proposal raises questions about the nature of skill and the transmission of embodied knowledge; about the cognitive and affective experiences cultivated in indigenous practices like haka; and about the role of robots in the archival aspirations of human societies. Reproducing haka, we suggest, requires more than copying physical actions; preserving the 'intangible' entails more than programming postures and movements. To make this case, we discuss the history of European responses to the haka, and analyse its diverse performance features in cultural context. Arguing that indigenous movement practices incorporate genuinely embodied knowledge, we claim that skilled performance of haka is deeply mindful, embodying and transmitting dynamic, culturally shared understandings of the natural and social world. The indigenous psychologies incorporated in haka performance are animated by a shared history integrated with its environment. Examining haka performance through the lens of 4E cognitive skill theory for mutual benefit, we discuss the effects of synchrony in collective action, the social and environmental scaffolding of affect and emotion, and the multilayered relations between past and present. Culturally-embedded systems of skilled movement like the Māori haka may, we suggest, constitute specific ways of thinking and feeling.

Reflexive observations and observations of reflexivity: such agendas are by now standard practice in anthropology. Dynamic feedback loops between self and other, cause and effect, represented and representamen may no longer seem surprising; but, in spite of our enhanced awareness, little deliberate attention is devoted to modeling or grounding such phenomena. Attending to both linguistic and extra-linguistic modalities of chiasmus (the X figure), a group of anthropologists has recently embraced this challenge. Applied to contemporary problems in linguistic anthropology, chiasmus functions to highlight and enhance relationships of interdependence or symbiosis between contraries, including anthropology’s four fields, the nature of human being and facets of being human.

The study of collective cognition has taken many forms in recent years, including collective managerial cognition, organizational learning, shared mental models, transactive memory and psychological climate. However, few studies have confronted the foundational ideas underlying group mentality directly, leaving the concept as largely metaphorical. The current work reviews foundational debates around the conceptual components of group minds to serve as a meta-theoretical heuristic to orient future research. To lay out this framework, conceptual distinctions are drawn between phenomenal, vehicle, content and context elements of cognition. Next, existing approaches are reframed as conjunctions of claims across the four levels, leading to a distinction between configurationalist, situated and extended views of collective cognition. Finally, future research is proposed regarding the interfaces between conceptual levels and the possibility of establishing bona fide group mental entities.