Abstract: Most people think of themselves as pretty good at understanding others’ beliefs, desires, emotions, and intentions. Accurate mindreading is an impressive cognitive feat, and for this reason the philosophical literature on mindreading has focused exclusively on explaining such successes. However, as it turns out, we regularly make mindreading mistakes. Understanding when and how mind misreading occurs is crucial for a complete account of mindreading. In this paper, I examine the conditions under which mind misreading occurs. I argue that these patterns of mind misreading shed light on the limits of mindreading, reveal new perspectives on how mindreading works, and have implications for social epistemology.
Imagination, Desire, and Rationality
Abstract: We often have affective responses to fictional events. We feel afraid for Desdemona when Othello approaches her in a murderous rage. We feel disgust toward Iago for orchestrating this tragic event. What mental architecture could explain these affective responses? In this paper I consider the claim that the best explanation of our affective responses to fiction involves imaginative desires. Some theorists argue that accounts that do not invoke imaginative desires imply that consumers of fiction have irrational desires. I argue that there are serious worries about imaginative desires that warrant skepticism about the adequacy of the account. Moreover, it is quite difficult to articulate general principles of rationality for desires, and even according to the most plausible of these possible principles, desires about fiction are not irrational.
What You Can’t Expect When You’re Expecting
Abstract: It seems natural to choose whether to have a child by reflecting on what it would be like to actually have a child. I argue that this natural approach fails. If you choose to become a parent, and your choice is based on projections about what you think it would be like for you to have a child, your choice is not rational. If you choose to remain childless, and your choice is based upon projections about what you think it would be like for you to have a child, your choice is not rational. This suggests we should reject our ordinary conception of how to make this life-changing decision, and raises general questions about how to rationally approach important life choices.
Imagining Fact and Fiction
Abstract: I argue that there is no interpretation of imagining or make-believe that designates a response distinctive to fiction as opposed to nonfiction. The class of works that invite makebelieve, however it is determined, is substantially broader than our ordinary concept of fiction would allow. The question is whether there is a way of understanding the sort of imagining involved in our engagement with fictions that would carve out a narrower category. I consider various possible interpretations and argue in each case that works of nonfiction may invite the same imaginative responses as fiction, just as works of fiction may invite the same cognitive responses as nonfiction. These considerations cast doubt on definitions of fiction that appeal to make-believe, and the attempt to save the theory by restricting it to individual statements rather than whole works is unsatisfactory. A different approach to classification is required if we wish to understand the significance of the distinction.
Resisting Imaginative Resistance
Abstract: Recently, philosophers have identified certain fictional propositions with which one does not imaginatively engage, even where one is transparently intended by their authors to do so. One approach to explaining this categorizes it as ‘resistance’, that is, as deliberate failure to imagine that the relevant propositions are true; the phenomenon has become generally known (misleadingly) as ‘the puzzle of imaginative resistance’. I argue that this identification is incorrect, and I dismiss several other explanations. I then propose a better one, that in central cases of imaginative failure, the basis for the failure is the contingent incomprehensibility of the relevant propositions.
Putting the Image Back in Imagination
Abstract: Despite their intuitive appeal and a long philosophical history, imagery-based accounts of the imagination have fallen into disfavor in contemporary discussions. The philosophical pressure to reject such accounts seems to derive from two distinct sources. First, the fact that mental images have proved difficult to accommodate within a scientific conception of mind has led to numerous attempts to explain away their existence, and this in turn has led to attempts to explain the phenomenon of imagining without reference to such ontologically dubious entities as mental images. Second, even those philosophers who accept mental images in their ontology have worried about what seem to be fairly obvious examples of imaginings that occur without imagery. In this paper, I aim to relieve both these points of philosophical pressure and, in the process, develop a new imagery-based account of the imagination: the imagery model.
Pretense and Imagination
Abstract: Issues of pretense and imagination are of central interest to philosophers, psychologists, and researchers in allied fields. In this entry, we provide a roadmap of some of the central themes around which discussion has been focused. We begin with an overview of pretense, imagination, and the relationship between them. We then shift our attention to the four specific topics where the disciplines’ research programs have intersected or where additional interactions could prove mutually beneficial: the psychological underpinnings of performing pretense and of recognizing pretense, the cognitive capacities involved in imaginative engagement with fictions, and the real-world impact of make-believe. In the final section, we discuss more briefly a number of other mental activities that arguably involve imagining, including counterfactual reasoning, delusions, and dreaming.
The Child as Scientist
Abstract: This paper argues that there are powerful similarities between cognitive development in children and scientific theory change. These similarities are best explained by postulating an underlying abstract set of rules and representations that underwrite both types of cognitive abilities. In fact, science may be successful largely because it exploits powerful and flexible cognitive devices that were designed by evolution to facilitate learning in young children. Both science and cognitive development involve abstract, coherent systems of entities and rules, theories. In both cases, theories provide predictions, explanations, and interpretations. In both, theories change in characteristic ways in response to counterevidence. These ideas are illustrated by an account of children’s developing understanding of the mind.
Is Episodic Memory Uniquely Human? Evaluating the Episodic-like Memory Research Program
Abstract: Recently, a research program has emerged that aims to show that animals have a memory capacity that is similar to the human episodic memory capacity. Researchers within this program argue that nonhuman animals have episodic-like memory of personally experienced past events. In this paper, I specify and evaluate the goals of this research program and the progress it has made in achieving them. I will examine some of the data that the research program has produced, as well as the operational definitions and assumptions that have gone into producing that data, in order to call into question the ultimate value of the episodic-like memory research program. I argue that there is a gap between the claims that the research program makes and the data it uses to support these claims, and that bridging this gap is essential if we want to claim that human episodic memory has a meaningful analog in animals. I end with some suggestions of how to potentially fix these problems.
Mirror Neurons and Social Cognition
Abstract: Mirror neurons are widely regarded as an important key to social cognition. Despite such wide agreement, there is very little consensus on how or why they are important. The goal of this paper is to clearly explicate the exact role mirror neurons play in social cognition. I aim to answer two questions about the relationship between mirroring and social cognition: What kind of social understanding is involved with mirroring? How is mirroring related to that understanding? I argue that philosophical and empirical considerations lead us to accord a fairly minimal role for mirror neurons in social cognition.