Dialectical behavior therapy (DBT) is a specific type of cognitive-behavioral psychotherapy developed in the late 1980s by psychologist Marsha M. Linehan to help better treat borderline personality disorder. Since its development, it has also been used for the treatment of other kinds of mental health disorders. The Oxford Handbook of DBT charts the development of DBT from its early inception to the current cutting edge state of knowledge about both the theoretical underpinnings of the treatment and its clinical application across a range of disorders and adaptations to new clinical groups. Experts in the treatment address the current state of the evidence with respect to the efficacy of the treatment, its effectiveness in routine clinical practice and central issues in the clinical and programmatic implementation of the treatment. In sum this volume provides a desk reference for clinicians and academics keen to understand the origins and current state of the science, and the art, of DBT.

What neurobiology and artificial intelligence tell us about how the brain builds itself How does a neural network become a brain? While neurobiologists investigate how nature accomplishes this feat, computer scientists interested in artificial intelligence strive to achieve this through technology. The Self-Assembling Brain tells the stories of both fields, exploring the historical and modern approaches taken by the scientists pursuing answers to the quandary: What information is necessary to make an intelligent neural network? As Peter Robin Hiesinger argues, "the information problem" underlies both fields, motivating the questions driving forward the frontiers of research. How does genetic information unfold during the years-long process of human brain development-and is there a quicker path to creating human-level artificial intelligence? Is the biological brain just messy hardware, which scientists can improve upon by running learning algorithms on computers? Can AI bypass the evolutionary programming of "grown" networks? Through a series of fictional discussions between researchers across disciplines, complemented by in-depth seminars, Hiesinger explores these tightly linked questions, highlighting the challenges facing scientists, their different disciplinary perspectives and approaches, as well as the common ground shared by those interested in the development of biological brains and AI systems. In the end, Hiesinger contends that the information content of biological and artificial neural networks must unfold in an algorithmic process requiring time and energy. There is no genome and no blueprint that depicts the final product. The self-assembling brain knows no shortcuts. Written for readers interested in advances in neuroscience and artificial intelligence, The Self-Assembling Brain looks at how neural networks grow smarter.

Abstract concepts are often embodied through metaphor. For example, we talk about moving through time in metaphorical terms, as if we were moving through space, allowing us to 'look back' on past events. Much of the work on embodied metaphor to date has assumed a single set of universal, shared bodily experiences that motivate our understanding of abstract concepts. This book explores sources of variation in people's experiences of embodied metaphor, including, for example, the shape and size of one's body, one's age, gender, state of mind, physical or linguistic impairments, personality, ideology, political stance, religious beliefs, and linguistic background. It focuses on the ways in which people's experiences of metaphor fluctuate over time within a single communicative event or across a lifetime. Combining theoretical argument with findings from new studies, Littlemore analyses sources of variation in embodied metaphor and provides a deeper understanding of the nature of embodied metaphor itself.

4E cognition (embodied, embedded, enactive, and extended) is a relatively young and thriving field of interdisciplinary research. It assumes that cognition is shaped and structured by dynamic interactions between the brain, body, and both the physical and social environments. With essays from leading scholars and researchers, The Oxford Handbook of 4E Cognition investigates this recent paradigm. It addresses the central issues of embodied cognition by focusing on recent trends, such as Bayesian inference and predictive coding, and presenting new insights, such as the development of false belief understanding. The Oxford Handbook of 4E Cognition also introduces new theoretical paradigms for understanding emotion and conceptualizing the interactions between cognition, language, and culture. With an entire section dedicated to the application of 4E cognition in disciplines such as psychiatry and robotics, and critical notes aimed at stimulating discussion, this Oxford handbook is the definitive guide to 4E cognition. Aimed at neuroscientists, psychologists, psychiatrists, and philosophers, The Oxford Handbook of 4E Cognition will be essential reading for anyone with an interest in this young and thriving field.

Artificial intelligence, or AI, is a cross-disciplinary approach to understanding, modeling, and creating intelligence of various forms. It is a critical branch of cognitive science, and its influence is increasingly being felt in other areas, including the humanities. AI applications are transforming the way we interact with each other and with our environment, and work in artificially modeling intelligence is offering new insights into the human mind and revealing new forms mentality can take. This volume of original essays presents the state of the art in AI, surveying the foundations of the discipline, major theories of mental architecture, the principal areas of research, and extensions of AI such as artificial life. With a focus on theory rather than technical and applied issues, the volume will be valuable not only to people working in AI, but also to those in other disciplines wanting an authoritative and up-to-date introduction to the field.

Experience, Narrative, and Criticism in Ancient Greece pursues a new approach to ancient Greek narrative beyond the taxonomies of structuralist narratologies. Focusing on the phenomenal and experiential dimension of our response to narrative, it triangulates ancient narrative with ancient criticism and cognitive approaches, opening up new vistas within the study of classical literature while ably deploying the ancient material to demonstrate the value of a historical perspective for cognitive studies. Concepts such as immersion and embodiment help to establish a more comprehensive understanding of ancient narrative and ancient reading habits, as manifested in Greek criticism and rhetorical theory. The thirteen chapters presented here tackle a broad range of narrative genres, broadly understood: besides epic, historiography, and the novel, tragedy and early Christian texts are also considered alongside non-literary media, such as dance and sculpture. Authored by international specialists in the language, literature, and culture of ancient Greece, each chapter utilizes a rich set of theoretical and methodological tools drawn from cognitive studies, phenomenology, and linguistics that place them at the vanguard of a strong new current in classical scholarship and literary criticism more generally.

I-Language introduces the uninitiated to linguistics as cognitive science. In an engaging, down-to-earth style Daniela Isac and Charles Reiss give a crystal-clear demonstration of the application of the scientific method in linguistic theory. Their presentation of the research program inspired by Noam Chomsky shows how the focus of theory and research in linguistics shifted from treating language as a disembodied, human-external entity to cognitive biolinguistics - the study of language as a human cognitive system embedded within the mind/brain of each individual. The recurring theme of equivalence classes in linguistic computation ties together the presentation of material from phonology, morphology, syntax, and semantics. The same theme is used to help students understand the place of linguistics in the broader context of the cognitive sciences, by drawing on examples from vision, audition and even animal cognition. This textbook is unique in its integration of empirical issues of linguistic analysis, engagement with philosophical questions that arise in the study of language, and treatment of the history of the field. Topics ranging from allophony to reduplication, ergativity, and negative polarity are invoked to show the implications of findings in cognitive biolinguistics for philosophical issues like reference, the mind-body problem, and nature-nurture debates. The well-tested material in the book is appropriate for a variety of audiences, from large introductory courses in linguistics to graduate seminars in cognitive science or philosophy of mind. It contains numerous exercises and guides for further reading as well as ideas for student projects. A companion website with guidance for instructors and answers to the exercises features a series of pdf slide presentations to accompany the teaching of each topic. This fully revised and updated second edition includes additional exercises and expanded discussions on topics such as language and culture, philosophy, and rationalist explorations of language and mind.

Almost everybody has an obsession or feels a compulsion to do something a certain way. Magic numbers, intrusive thoughts, unusual fears and superstitions happen to about four people out of five, but where do these obsessive-compulsive (OC) traits come from? This book explores what they are, why we have them and what we can do about them, through fascinating and highly original insights. Are you a perfectionist, or can you be fussy? Do you like to have control in certain situations? Or are you overly anxious in others? These are all OC traits, and this book looks at their recent increase in human behaviour, and how they are formed in the brain. Showing that these traits are more common in highly educated, intelligent and successful people, it highlights the positive sides of what have previously been seen as negative quirks. Weaving together sections that are anecdotal and humorous, with technical and up-to-date scientific information, this groundbreaking book gives a fascinating introduction into an under-discussed personality type.

The need to understand human social life is basic to our human nature and fuels a life-long quest that we begin in early childhood. Key to this quest is trying to fathom our inner mental states-our hopes, plans, wants, thoughts, and emotions. Scientists deem this developing a "theory of mind." In Reading Minds, Henry Wellman tells the story of our journey into that understanding. Our hard-won, everyday comprehension of people and minds is not spoon-fed or taught. Each of us creates a wide-ranging theory of mind step-by-step and uses it to understand how all people work. Failure to learn these steps cripples a child, and ultimately an adult, in areas as diverse as interacting socially, creating a coherent life story, enjoying drama and movies, and living on one's own. Progressing along these steps-as most of us do-allows us to see the nature of our shared humanity, to understand our children and our childhood selves, to teach and to learn from others, and to better navigate and make sense of our social world. Theory of mind is basic to why some of us become religious believers and others atheists, why some of us become novelists and all of us love stories, why some love scary movies and some hate them. Reading Minds illuminates how we develop this theory of mind as children, how that defines us as individuals, and ultimately how it defines us as human.

To speak of 'thinking with literature' is to make the assumption that literature (in the broadest sense) is neither a side-show nor a side-issue in human cultures: it belongs to the spectrum of imaginative modes that includes both philosophical and scientific thought. Whether one regards it as a practice or as an archive, literature is highly pervasive, robust, enduring, and pregnant with values. Thinking with Literature argues that what it affords above all is a way of thinking, whether for writer, reader, or critic. Literature constitutes one of the prime instruments of cultural improvisation; it is the embodiment of a powerful, inventive, and ever-changing cognitive agency. As such, it invites a cognitive mode of criticism, one which asserts the priority of the individual literary work as a unique product of human cognition. In this book, discussions of topics, arguments, and hypotheses from the cognitive sciences, philosophy, and the theory of communication are woven into the fabric of a critical analysis which insists on the value of close reading: a poem by Yeats, a scene from Shakespeare, novels by Mme de Lafayette, Conrad, Frantzen, stories from Winnie-the-Pooh, and many others appear here on their own terms, with their own cognitive energies. Written in an accessible style, Thinking with Literature speaks both to mainstream readers of literature and to specialists in cognitive studies.

More than 2000 years ago Greek philosophers were pondering the puzzling dichotomy between our physical bodies and our seemingly non-physical minds. Yet even today, it remains puzzling how our mind controls our body, and vice versa, how our body shapes our mind. How is it that we can think highly abstract thoughts, seemingly fully detached from the actual, physical reality? This book offers an interdisciplinary introduction to embodied cognitive science, addressing the question of how the mind comes into being while actively interacting with and learning from the environment by means of the own body. By pursuing a functional and computational perspective, concrete answers are provided about the fundamental mechanisms and developing structures that must bring the mind about, taking into account insights from biology, neuroscience, psychology, and philosophy as well as from computer science, machine learning, and artificial intelligence. The book provides introductions to the most important challenges and available computational approaches on how the mind comes into being. The book includes exercises, helping the reader to grasp the material and understand it in a broader context. References to further studies, methodological details, and current developments support more advanced studies beyond the covered material. While the book is written in advanced textbook style with the primary target group being undergraduates in cognitive science and related disciplines, readers with a basic scientific background and a strong interest in how the mind works will find this book intriguing and revealing.

The developing infant can accomplish all important perceptual tasks that an adult can, albeit with less skill or precision. Through infant perception research, infant responses to experiences enable researchers to reveal perceptual competence, test hypotheses about processes, and infer neural mechanisms, and researchers are able to address age-old questions about perception and the origins of knowledge. In The Cradle of Knowledge: Development of Perception in Infancy Revisited, Martha E. Arterberry and Philip J. Kellman study the methods and data of scientific research on infant perception, introducing and analyzing topics (such as space, pattern, object, and motion perception) through philosophical, theoretical, and historical contexts. Infant perception research is placed in a philosophical context by addressing the abilities with which humans appear to be born, those that appear to emerge due to experience, and the interaction of the two. The theoretical perspective is informed by the ecological tradition, and from such a perspective the authors focus on the information available for perception, when it is used by the developing infant, the fit between infant capabilities and environmental demands, and the role of perceptual learning. Since the original publication of this book in 1998 (MIT), Arterberry and Kellman address in addition the mechanisms of change, placing the basic capacities of infants at different ages and exploring what it is that infants do with this information. Significantly, the authors feature the perceptual underpinnings of social and cognitive development, and consider two examples of atypical development - congenital cataracts and Autism Spectrum Disorder. Professionals and students alike will find this book a critical resource to understanding perception, cognitive development, social development, infancy, and developmental cognitive neuroscience, as research on the origins of perception has changed forever our conceptions of how human mental life begins.

Neuropsychologists and other non-physician healthcare professionals who work in the field of neurology often struggle to develop a strong command of functional neuroanatomy and clinical neuroscience. Functional Neuroanatomy and Clinical Neuroscience fills this gap with a comprehensive introduction to functional neuroanatomy and clinical neuroscience. With a particular focus on disorders of human cognition and behavior, the book is especially suitable for clinical neuropsychology students, early career neuropsychologists, and other non-physician healthcare professionals who work with people who have brain diseases or injuries. Suzan Uysal's approach is unique in that it interleaves discussion of functional neuroanatomy, clinical neuroscience, and disorders of the human central nervous system with rich descriptions of neurocognitive and neurobehavioral syndromes. It also provides a comprehensive overview of key neuroanatomic concepts, clearly linking them to cognitive and behavioral disorders. The chapters are organized hierarchically, helping the reader to build up a strong clinical knowledge base from more basic neuroscience concepts. The material progresses from functional neuroanatomy of brain structures and associated clinical syndromes, common neuropathologies, and domain-specific syndromes. The book ends with a section that gives concise descriptions of clinical assessment and neuroimaging methods. Covering challenging yet essential material in an accessible manner, this book will be an important reference for understanding clinical aspects of brain function in adults.

This interdisciplinary new work explores one of the central theoretical problems in linguistics: learnability. The authors, from different backgrounds--linguistics, philosophy, computer science, psychology and cognitive science-explore the idea that language acquisition proceeds through general purpose learning mechanisms, an approach that is broadly empiricist both methodologically and psychologically. For many years, the empiricist approach has been taken to be unfeasible on practical and theoretical grounds. In the book, the authors present a variety of precisely specified mathematical and computational results that show that empiricist approaches can form a viable solution to the problem of language acquisition. It assumes limited technical background and explains the fundamental principles of probability, grammatical description and learning theory in an accessible and non-technical way. Different chapters address the problem of language acquisition using different assumptions: looking at the methodology of linguistic analysis using simplicity based criteria, using computational experiments on real corpora, using theoretical analysis using probabilistic learning theory, and looking at the computational problems involved in learning richly structured grammars. Written by four researchers in the full range of relevant fields: linguistics (John Goldsmith), psychology (Nick Chater), computer science (Alex Clark), and cognitive science (Amy Perfors), the book sheds light on the central problems of learnability and language, and traces their implications for key questions of theoretical linguistics and the study of language acquisition.

Nurturing Our Humanity offers a new perspective on our personal and social options in today's world, showing how we can build societies that support our great human capacities for consciousness, caring, and creativity. It brings together findings-largely overlooked-from the natural and social sciences debunking the popular idea that we are hard-wired for selfishness, war, rape, and greed. Its groundbreaking new approach reveals connections between disturbing trends like climate change denial and regressions to strongman rule. Moving past right vs. left, religious vs. secular, Eastern vs. Western, and other familiar categories that do not include our formative parent-child and gender relations, it looks at where societies fall on the partnership-domination scale. On one end is the domination system that ranks man over man, man over woman, race over race, and man over nature. On the other end is the more peaceful, egalitarian, gender-balanced, and sustainable partnership system. Nurturing Our Humanity explores how behaviors, values, and socio-economic institutions develop differently in these two environments, documents how this impacts nothing less than how our brains develop, examines cultures from this new perspective (including societies that for millennia oriented toward partnership), and proposes actions supporting the contemporary movement in this more life-sustaining and enhancing direction. It shows how through today's ever more fearful, frenzied, and greed-driven technologies of destruction and exploitation, the domination system may lead us to an evolutionary dead end. A more equitable and sustainable way of life is biologically possible and culturally attainable: we can change our course.

Ranging across both standard philosophical territory and the landscape of cutting-edge cognitive science, Mindware: An Introduction to the Philosophy of Cognitive Science, Second Edition, is a vivid and engaging introduction to key issues, research, and opportunities in the field. Starting with the vision of mindware as software and debates between realists, instrumentalists, and eliminativists, Andy Clark takes students on a no-holds-barred journey through connectionism, dynamical systems, and real-world robotics before moving on to the frontiers of cognitive technologies, enactivism, predictive coding, and the extended mind. Throughout, he highlights challenging issues in an effort to engage students in active debate. Each chapter opens with a brief sketch of a major research tradition or perspective, followed by concise critical discussions dealing with key topics and problems. NEW TO THIS EDITION * Three new chapters (9-11) on cognitive extensions, enactivism, and the predictive brain, and a revised appendix on consciousness * Extensive revisions, additions, and updates throughout in light of new developments in the field * New text boxes and revised and expanded suggestions for further reading, including many electronic resources (summarized on the book's Companion Website at www.oup/us/coogan)

Experimental research by social and cognitive psychologists has established that cooperative groups solve a wide range of problems better than individuals. Cooperative problem solving groups of scientific researchers, auditors, financial analysts, air crash investigators, and forensic art experts are increasingly important in our complex and interdependent society. This comprehensive textbook--the first of its kind in decades--presents important theories and experimental research about group problem solving. The book focuses on tasks that have demonstrably correct solutions within mathematical, logical, scientific, or verbal systems, including algebra problems, analogies, vocabulary, and logical reasoning problems.

The book explores basic concepts in group problem solving, social combination models, group memory, group ability and world knowledge tasks, rule induction problems, letters-to-numbers problems, evidence for positive group-to-individual transfer, and social choice theory. The conclusion proposes ten generalizations that are supported by the theory and research on group problem solving.

"Group Problem Solving" is an essential resource for decision-making research in social and cognitive psychology, but also extremely relevant to multidisciplinary and multicultural problem-solving teams in organizational behavior, business administration, management, and behavioral economics.

How a computational framework can account for the successes and failures of human cognition At the heart of human intelligence rests a fundamental puzzle: How are we incredibly smart and stupid at the same time? No existing machine can match the power and flexibility of human perception, language, and reasoning. Yet, we routinely commit errors that reveal the failures of our thought processes. What Makes Us Smart makes sense of this paradox by arguing that our cognitive errors are not haphazard. Rather, they are the inevitable consequences of a brain optimized for efficient inference and decision making within the constraints of time, energy, and memory-in other words, data and resource limitations. Framing human intelligence in terms of these constraints, Samuel Gershman shows how a deeper computational logic underpins the "stupid" errors of human cognition. Embarking on a journey across psychology, neuroscience, computer science, linguistics, and economics, Gershman presents unifying principles that govern human intelligence. First, inductive bias: any system that makes inferences based on limited data must constrain its hypotheses in some way before observing data. Second, approximation bias: any system that makes inferences and decisions with limited resources must make approximations. Applying these principles to a range of computational errors made by humans, Gershman demonstrates that intelligent systems designed to meet these constraints yield characteristically human errors. Examining how humans make intelligent and maladaptive decisions, What Makes Us Smart delves into the successes and failures of cognition.

Vincent Descombes brings together an astonishingly large body of philosophical and anthropological thought to present a thoroughgoing critique of contemporary cognitivism and to develop a powerful new philosophy of the mind.

Beginning with a critical examination of American cognitivism and French structuralism, Descombes launches a more general critique of all philosophies that view the mind in strictly causal terms and suppose that the brain--and not the person--thinks. Providing a broad historical perspective, Descombes draws surprising links between cognitivism and earlier anthropological projects, such as Levi-Strauss's work on the symbolic status of myths. He identifies as incoherent both the belief that mental states are detached from the world and the idea that states of mind are brain states; these assumptions beg the question of the relation between mind and brain.

In place of cognitivism, Descombes offers an anthropologically based theory of mind that emphasizes the mind's collective nature. Drawing on Wittgenstein, he maintains that mental acts are properly attributed to the person, not the brain, and that states of mind, far from being detached from the world, require a historical and cultural context for their very intelligibility.

Available in English for the first time, this is the most outstanding work of one of France's finest contemporary philosophers. It provides a much-needed link between the continental and Anglo-American traditions, and its impact will extend beyond philosophy to anthropology, psychology, critical theory, and French studies."

A dynamic new story about how babies make their way in the world--and how grown-ups have tried to make sense of these tiny inscrutable beings.

As a new parent, Nicholas Day had some basic but confounding questions: "Why does my son find the straitjacket of his swaddling blanket comforting and not terrifying? How can he never meet a developmental norm and still be OK? And when will he stop sucking my finger? "So he went digging for answers. They were not what he expected.

Drawing on a wealth of perspectives--scientific, historical, cross-cultural, personal--"Baby Meets World" is organized around the mundane activities that dominate the life of an infant: sucking, smiling, touching, toddling. From these everyday activities, Day weaves together an account that is anything but ordinary: a fresh, surprising story, both weird and wondrous, about our first experience of the world.

Part hidden history of parenthood, part secret lives of babies, "Baby Meets World" steps back from the moment-to-moment chaos of babydom. It allows readers to see infancy anew in all its strangeness and splendor.

How do we define compassion? Is it an emotional state, a motivation, a dispositional trait, or a cultivated attitude? How does it compare to altruism and empathy? Chapters in this Handbook present critical scientific evidence about compassion in numerous conceptions. All of these approaches to thinking about compassion are valid and contribute importantly to understanding how we respond to others who are suffering. Covering multiple levels of our lives and self-concept, from the individual, to the group, to the organization and culture, The Oxford Handbook of Compassion Science gathers evidence and models of compassion that treat the subject of compassion science with careful scientific scrutiny and concern. It explores the motivators of compassion, the effect on physiology, the co-occurrence of wellbeing, and compassion training interventions. Sectioned by thematic approaches, it pulls together basic and clinical research ranging across neurobiological, developmental, evolutionary, social, clinical, and applied areas in psychology such as business and education. In this sense, it comprises one of the first multidisciplinary and systematic approaches to examining compassion from multiple perspectives and frames of reference. With contributions from well-established scholars as well as young rising stars in the field, this Handbook bridges a wide variety of diverse perspectives, research methodologies, and theory, and provides a foundation for this new and rapidly growing field. It should be of great value to the new generation of basic and applied researchers examining compassion, and serve as a catalyst for academic researchers and students to support and develop the modern world.

Neuropsychiatric problems after critical illness are receiving increasing attention, particularly in the critical care medicine literature, but mental health and primary care clinicians should also be interested in these common problems, given the growing number of critical illness survivors who need care. Patients frequently come out of the intensive care unit (ICU) with horrifying distorted memories and don't understand what has happened to them. Not only are patients debilitated with ICU-acquired weakness and cognitive impairment, they are traumatized by actual experiences (e.g., shortness of breath and pain) and distorted memories (of being tortured, raped, assaulted, or imprisoned) shaped by delirium. Patients' family members are also frequently quite distressed, and children surviving critical illnesses appear to have similar experiences to adults. This book provides an overview of the nature and epidemiology of cognitive and other psychiatric problems in this growing population, and it addresses the small but growing literature on prevention and early intervention efforts. Addressing these problems successfully will require collaborative interventions, both in-ICU and post-ICU.

A radical reinterpretation of how your mind works - and why it could change your life 'An astonishing achievement. Nick Chater has blown my mind' Tim Harford 'A total assault on all lingering psychiatric and psychoanalytic notions of mental depths ... Light the touchpaper and stand well back' New Scientist We all like to think we have a hidden inner life. Most of us assume that our beliefs and desires arise from the murky depths of our minds, and, if only we could work out how to access this mysterious world, we could truly understand ourselves. For more than a century, psychologists and psychiatrists have struggled to discover what lies below our mental surface. In The Mind Is Flat, pre-eminent behavioural scientist Nick Chater reveals that this entire enterprise is utterly misguided. Drawing on startling new research in neuroscience, behavioural psychology and perception, he shows that we have no hidden depths to plumb, and unconscious thought is a myth. Instead, we generate our ideas, motives and thoughts in the moment. This revelation explains many of the quirks of human behaviour - for example why our supposedly firm political beliefs, personal preferences and even our romantic attractions are routinely proven to be inconsistent and changeable. As the reader discovers, through mind-bending visual examples and counterintuitive experiments, we are all characters of our own creation, constantly improvising our behaviour based on our past experiences. And, as Chater shows us, recognising this can be liberating.

Hume? Yes, David Hume, that's who Jerry Fodor looks to for help in advancing our understanding of the mind. Fodor claims his Treatise of Human Nature as the foundational document of cognitive science: it launched the project of constructing an empirical psychology on the basis of a representational theory of mind. Going back to this work after more than 250 years we find that Hume is remarkably perceptive about the components and structure that a theory of mind requires. Careful study of the Treatise helps us to see what's amiss with much twentieth-century philosophy of mind, and to get on the right track. Hume says in the Treatise that his main project is to construct a theory of human nature and, in particular, a theory of the mind. Hume Variations examines his account of cognition and how it is grounded in his 'theory of ideas'. Fodor discusses such key topics as the distinction between 'simple' and 'complex' ideas, the thesis that an idea is some kind of picture, and the roles that 'association' and 'imagination' play in cognitive processes. He argues that the theory of ideas, as Hume develops it, is both historically and ideologically continuous with the representational theory of mind as it is now widely endorsed by cognitive scientists. This view of Hume is explicitly opposed to recent discussions by critics who hold that the theory of ideas is the Achilles heel of his philosophy and that he would surely have abandoned it if only he had read Wittgenstein carefully. You don't have to know much about Hume to enjoy this inventively argued, provocative, and stimulating defence of the representational theory of mind-which is looking increasingly hard to resist. LINES OF THOUGHT Philosophy books don't need to be hundreds of pages long to make a substantial contribution to the subject. This new series presents original works by leading philosophers at an affordable price and a readable length. Series Editors Peter Ludlow (University of Michigan, Ann Arbor) Scott Sturgeon (Birkbeck College, London)