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This book is about the interweaving between cognitive penetrability
and the epistemic role of the two stages of perception, namely
early and late vision, in justifying perceptual beliefs. It
examines the impact of the epistemic role of perception in defining
cognitive penetrability and the relation between the epistemic role
of perceptual stages and the kinds (direct or indirect) of
cognitive effects on perceptual processing. The book presents the
argument that early vision is cognitively impenetrable because
neither is it affected directly by cognition, nor does cognition
affect its epistemic role. It also argues that late vision, even
though it is cognitively penetrated and, thus, affected by
concepts, is still a perceptual state that does not involve any
discursive inferences and does not belong to the space of reasons.
Finally, an account is given as to how cognitive states with
symbolic content could affect perceptual states with iconic, analog
content, during late vision.
One of the perennial themes in philosophy is the problem of our
access to the world around us; do our perceptual systems bring us
into contact with the world as it is or does perception depend upon
our individual conceptual frameworks? This volume of new essays
examines reference as it relates to perception, action and realism,
and the questions which arise if there is no neutral perspective or
independent way to know the world. The essays discuss the nature of
referring, concentrating on the way perceptual reference links us
with the observable world, and go on to examine the implications of
theories of perceptual reference for realism and the way in which
scientific theories refer and thus connect us with the world. They
will be of interest to a wide range of readers in philosophy of
science, epistemology, philosophy of psychology, cognitive science,
and action theory.
Cognitive Developmental Change makes an original contribution to
the fields of developmental, cognitive and educational science by
bringing together a uniquely diverse range of perspectives for
analysing the dynamics of change. Connecting traditional Piagetian,
information processing, and psychometric approaches with newer
frameworks and tools for the assessment and analysis of
developmental change it provides the reader with a cutting-edge
account of the latest theory and research. The contributors, all
internationally respected experts, were asked when writing to
consider three main aspects of cognitive change. Its object (what
changes in the mind during development), its nature (how does
change occur?) and its causes (why does change occur? Or, what are
the internal and external factors responsible for cognitive
change?). As a result chapters cover key theories of cognitive
change, the factors that affect change including neurological,
emotional and socio-cultural factors and the latest methods for
measuring and modelling change.
One of the perennial themes in philosophy is the problem of our
access to the world around us; do our perceptual systems bring us
into contact with the world as it is or does perception depend upon
our individual conceptual frameworks? This volume of new essays
examines reference as it relates to perception, action and realism,
and the questions which arise if there is no neutral perspective or
independent way to know the world. The essays discuss the nature of
referring, concentrating on the way perceptual reference links us
with the observable world, and go on to examine the implications of
theories of perceptual reference for realism and the way in which
scientific theories refer and thus connect us with the world. They
will be of interest to a wide range of readers in philosophy of
science, epistemology, philosophy of psychology, cognitive science,
and action theory.
Cognitive Developmental Change makes a fascinating contribution to
the fields of developmental, cognitive and educational science by
bringing together a uniquely diverse range of perspectives for
analysing the dynamics of change. Connecting traditional Piagetian,
information processing, and psychometric approaches with newer
frameworks for the analysis of developmental change it provides the
reader with an account of the latest theory and research at the
time of publication. The contributors to the volume, all
internationally respected experts, were asked when writing to
consider three main aspects of cognitive change. Its object (what
changes in the mind during development), its nature (how does
change occur?) and its causes (why does change occur? Or, what are
the internal and external factors responsible for cognitive
change?). As a result chapters cover key theories of cognitive
change, the factors that affect change including neurological,
emotional and socio-cultural factors and methods for measuring and
modelling change.
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