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My first degree was in Classics, at New College, Oxford - I'd wanted to study English, but no-one from my school had ever got in, and Classics was a 4-year degree with three free summers for cricket, drama, and more. On graduating, in Thatcher's Britain, I took a PhD in Philosophy at the University of Sydney (I'd spent part of a gap year living on the beach in Cronulla), and Sydney has been home since. I live in Summer Hill, at the edge of the inner west: my partner (and collaborator) Doris McIlwain died of cancer in April 2015. \n\nI’ve had stints as visiting fellow at UCLA (1995), Edinburgh (1999), UC San Diego (2003), Warwick (2008), and King's College London (2016), and in 2017 I am Visiting Fellow at the Institute of Philosophy in London. I started as a lecturer in Philosophy at Macquarie Uni in Sydney in mid-1992, and submitted my PhD in Jan 1993. I resigned from Macquarie in 1994, to take up postdocs at UCLA and then Sydney Uni, but returned in mid-1998. In 2008, I moved from Philosophy to MACCS, the Macquarie Centre for Cognitive Science.\n\nMy research is insistently interdisciplinary. I started as a humanities researcher (English, Classics, history), shifted into philosophy, and now work in cognitive science, integrating conceptual, ethnographic, and experimental methods. The hope is to be driven by topic not tradition. This takes time and energy and the good fortune to find wonderful, tolerant collaborators and interlocutors: I’m wildly lucky in my networks of research collaborators and past and present students. \n\nMuch of my research is on memory. My earlier work addressed the history of theories of memory. My PhD, supervised by Stephen Gaukroger, became *Philosophy and Memory Traces: Descartes to connectionism* (Cambridge UP, 1998), which reconsidered early modern and contemporary theories of memory, and the history of the 'animal spirits' in light of new connectionism. It was an experiment in historical cognitive science, hoping that the interdisciplinary study of memory could exemplify the simultaneous attention to brain, body, and culture towards which psychological sciences can aspire.\n\nFor the first 10-15 years of my academic career I didn’t publish lots else: then, we could throw ourselves into teaching, and go more slowly in developing interests. I continued to try to bring cognition and culture together, more thoroughly integrating my historical interests with the ideas of philosopher Andy Clark and anthropologist Ed Hutchins on extended mind and distributed cognition. These frameworks have driven my projects since, the idea being that remembering and other psychological processes are sometimes spread or ‘distributed’ across brain, body, and world (both social and material). The mind is thus not just the brain, and ‘I’ am not in my head. I argue, in particular, for a '2nd-wave' account of extended cognition based on the complementarity of internal and external resources.\n\nAn invitation to speak in a series on memory in science at the LSE in 2000 brought me back to memory, and since then I’ve tried to apply these distributed/ extended cognition frameworks to four main research areas. In a longstanding, fruitful collaboration with cognitive psychologists Amanda Barnier, Celia Harris, and team, we study shared remembering and collective cognition in small groups. With personality psychologist/ emotion theorist Doris McIlwain and team, we study expert movement and embodied skills, bringing our ‘applying intelligence to the reflexes’ framework to specific case studies in sport (especially cricket), yoga, dance, music, and theatre. With Shakespeare scholar and literary/ cultural historian Lyn Tribble at Otago, we study cognitive history and ecologies of skill in early modern England, now extending into a larger group project on Conversions, based at McGill. Finally, Chris McCarroll and I are obsessed with questions about perspective or point of view in autobiographical remembering, and how visual perspectives relate to emotional, embodied, or narrative perspectives on our past. These projects and collaborations are funded by various bodies and organizations to whom I’m extremely grateful. Most work is up here and at http://johnsutton.net/. Please email me (john.sutton@mq.edu.au) if you have suggestions or queries.","image":"https://0.academia-photos.com/176044/43811/40295/s200_john.sutton.jpg","thumbnailUrl":"https://0.academia-photos.com/176044/43811/40295/s65_john.sutton.jpg","primaryImageOfPage":{"@type":"ImageObject","url":"https://0.academia-photos.com/176044/43811/40295/s200_john.sutton.jpg","width":200},"sameAs":["http://www.johnsutton.net/","http://scholar.google.com.au/citations?user=yDy5c38AAAAJ","http://www.cogsci.mq.edu.au/members/profile.html?memberID=237","http://webconf.ucc.usyd.edu.au/p98hrbf9eai/","https://www.youtube.com/watch?v=l7IGGzX6xXo","https://www.youtube.com/watch?v=nO9L6NhlqtM","https://theconversation.com/total-recall-truth-memory-and-the-trial-of-oscar-pistorius-25496","http://mpegmedia.abc.net.au/rn/podcast/2012/05/aim_20120527.mp3","http://www.abc.net.au/radionational/programs/philosopherszone/the-extended-mind/2986780#transcript","http://mpegmedia.abc.net.au/rn/podcast/2010/10/pze_20101002.mp3","http://www.abc.net.au/radionational/programs/allinthemind/new-document/4028890#transcript","http://www.abc.net.au/radionational/programs/philosopherszone/pze-250312/3906140#transcript","http://mpegmedia.abc.net.au/rn/podcast/2012/03/pze_20120325.mp3","http://www.abc.net.au/radionational/programs/philosopherszone/the-philosophy-of-cricket/3352516#transcript","http://mpegmedia.abc.net.au/rn/podcast/2006/10/pze_20061021.mp3","http://www.radionz.co.nz/audio/player/1688358","http://www.forteantimes.com/features/articles/73/animal_spirits.html","http://www.johnsutton.net/john_sutton_0606.pdf","http://www.bbc.co.uk/radio4/history/history_of_folly.shtml","http://www.abc.net.au/radionational/programs/allinthemind/animal-spirits-the-mind-in-history/3535992#transcript","http://www.johnsutton.net/SuttonABCmemory.htm","http://www.johnsutton.net/SuttonBookNoticesTexts.html","http://www.johnsutton.net/SuttonBookNoticesTexts19981999.html","http://suchthatcast.com/sutton/#more-431","https://www.youtube.com/watch?v=VE8F9jydoXQ","http://www.hdc.ed.ac.uk/seminars/memory-test-case-distributed-cognition","http://imperfectcognitions.blogspot.com.au/2014/08/distorted-memory-interview-with-john.html"],"relatedLink":"https://www.academia.edu/117766361/Situated_Affects_and_Place_Memory"}</script><link 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data-dom-id="ProfileCheckPaperUpdate-react-component-6532e52c-3f23-4788-b4eb-fb7de2152673"></div> <div id="ProfileCheckPaperUpdate-react-component-6532e52c-3f23-4788-b4eb-fb7de2152673"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="John Sutton" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/176044/43811/40295/s200_john.sutton.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">John Sutton</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://mq.academia.edu/">Macquarie University</a>, <a class="u-tcGrayDarker" href="https://mq.academia.edu/Departments/Cognitive_Science/Documents">Cognitive Science</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="John" data-follow-user-id="176044" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="176044"><span 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style="margin: 0px;">URL: http://www.johnsutton.net/<br />I was born (in 1965) and schooled in Scotland, where my parents had moved from Ireland. My first degree was in Classics, at New College, Oxford - I'd wanted to study English, but no-one from my school had ever got in, and Classics was a 4-year degree with three free summers for cricket, drama, and more. On graduating, in Thatcher's Britain, I took a PhD in Philosophy at the University of Sydney (I'd spent part of a gap year living on the beach in Cronulla), and Sydney has been home since. I live in Summer Hill, at the edge of the inner west: my partner (and collaborator) Doris McIlwain died of cancer in April 2015. <br /><br />I’ve had stints as visiting fellow at UCLA (1995), Edinburgh (1999), UC San Diego (2003), Warwick (2008), and King's College London (2016), and in 2017 I am Visiting Fellow at the Institute of Philosophy in London. I started as a lecturer in Philosophy at Macquarie Uni in Sydney in mid-1992, and submitted my PhD in Jan 1993. I resigned from Macquarie in 1994, to take up postdocs at UCLA and then Sydney Uni, but returned in mid-1998. In 2008, I moved from Philosophy to MACCS, the Macquarie Centre for Cognitive Science.<br /><br />My research is insistently interdisciplinary. I started as a humanities researcher (English, Classics, history), shifted into philosophy, and now work in cognitive science, integrating conceptual, ethnographic, and experimental methods. The hope is to be driven by topic not tradition. This takes time and energy and the good fortune to find wonderful, tolerant collaborators and interlocutors: I’m wildly lucky in my networks of research collaborators and past and present students. <br /><br />Much of my research is on memory. My earlier work addressed the history of theories of memory. My PhD, supervised by Stephen Gaukroger, became *Philosophy and Memory Traces: Descartes to connectionism* (Cambridge UP, 1998), which reconsidered early modern and contemporary theories of memory, and the history of the 'animal spirits' in light of new connectionism. It was an experiment in historical cognitive science, hoping that the interdisciplinary study of memory could exemplify the simultaneous attention to brain, body, and culture towards which psychological sciences can aspire.<br /><br />For the first 10-15 years of my academic career I didn’t publish lots else: then, we could throw ourselves into teaching, and go more slowly in developing interests. I continued to try to bring cognition and culture together, more thoroughly integrating my historical interests with the ideas of philosopher Andy Clark and anthropologist Ed Hutchins on extended mind and distributed cognition. These frameworks have driven my projects since, the idea being that remembering and other psychological processes are sometimes spread or ‘distributed’ across brain, body, and world (both social and material). The mind is thus not just the brain, and ‘I’ am not in my head. I argue, in particular, for a '2nd-wave' account of extended cognition based on the complementarity of internal and external resources.<br /><br />An invitation to speak in a series on memory in science at the LSE in 2000 brought me back to memory, and since then I’ve tried to apply these distributed/ extended cognition frameworks to four main research areas. In a longstanding, fruitful collaboration with cognitive psychologists Amanda Barnier, Celia Harris, and team, we study shared remembering and collective cognition in small groups. With personality psychologist/ emotion theorist Doris McIlwain and team, we study expert movement and embodied skills, bringing our ‘applying intelligence to the reflexes’ framework to specific case studies in sport (especially cricket), yoga, dance, music, and theatre. With Shakespeare scholar and literary/ cultural historian Lyn Tribble at Otago, we study cognitive history and ecologies of skill in early modern England, now extending into a larger group project on Conversions, based at McGill. Finally, Chris McCarroll and I are obsessed with questions about perspective or point of view in autobiographical remembering, and how visual perspectives relate to emotional, embodied, or narrative perspectives on our past. These projects and collaborations are funded by various bodies and organizations to whom I’m extremely grateful. Most work is up here and at http://johnsutton.net/. Please email me (john.sutton@mq.edu.au) if you have suggestions or queries.<br /><b>Address: </b>Department of Cognitive Science, <br />Macquarie University, <br />Sydney, NSW 2109, Australia<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://tilburguniversity.academia.edu/RichardHeersmink"><img class="profile-avatar u-positionAbsolute" alt="Richard Heersmink related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" 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js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by John Sutton</h3></div><div class="js-work-strip profile--work_container" data-work-id="117766361"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/117766361/Situated_Affects_and_Place_Memory"><img alt="Research paper thumbnail of Situated Affects and Place Memory" class="work-thumbnail" src="https://attachments.academia-assets.com/113542973/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/117766361/Situated_Affects_and_Place_Memory">Situated Affects and Place Memory</a></div><div class="wp-workCard_item"><span>Topoi</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Traces of many past events are often layered or superposed, in brain, body, and world alike. This...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Traces of many past events are often layered or superposed, in brain, body, and world alike. This often poses challenges for individuals and groups, both in accessing specific past events and in regulating or managing coexisting emotions or attitudes. We sometimes struggle, for example, to find appropriate modes of engagement with places with complex and difficult pasts. More generally, there can appear to be a tension between what we know about the highly constructive nature of remembering, whether it is drawing on neural or worldly resources or both, and the ways that we need and use memory to make claims on the past, and to maintain some appropriate causal connections to past events. I assess the current state of work on situated affect and distributed memory, and the recent criticisms of the 'dogma of harmony' in these fields. I then deploy these frameworks to examine some affective dimensions of place memory, sketching a strongly distributed conception of places as sometimes partly constituting the processes and activities of feeling and remembering. These approaches also offer useful perspectives on the problems of how to engage-politically and aesthetically-with difficult pasts and historically burdened heritage. In assessing artistic interventions in troubled places, we can seek responsibly to do justice to the past while fully embracing the dynamic and contested constructedness of our present emotions, memories, and activities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f72909de2b5232ad13cffb99f3c6dd67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113542973,"asset_id":117766361,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113542973/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="117766361"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="117766361"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 117766361; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=117766361]").text(description); $(".js-view-count[data-work-id=117766361]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 117766361; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='117766361']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f72909de2b5232ad13cffb99f3c6dd67" } } $('.js-work-strip[data-work-id=117766361]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":117766361,"title":"Situated Affects and Place Memory","translated_title":"","metadata":{"doi":"10.1007/s11245-024-10053-8","abstract":"Traces of many past events are often layered or superposed, in brain, body, and world alike. 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The topic: thinking with our feet People move together, and do things together, all the time. We play and work and talk and suffer together, finding ease or joy, sharing pleasure or grief. We discover challenge, thrill, and risk. Such joint actions may involve physical, manual, or technical skill, and may rely on tools, technologies and ordinary old objects. Collaborative actions also involve situated intelligence, a dynamic, lively, and social form of cognition. This book is a celebration and exploration of these things: the dizzying variety of remarkable ways that people move and think together, in unique places and settings, at a time and over time.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="396ffa7ed58d0f17136c97d9df60150b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":81196335,"asset_id":72152896,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/81196335/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="72152896"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="72152896"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 72152896; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=72152896]").text(description); $(".js-view-count[data-work-id=72152896]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 72152896; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='72152896']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "396ffa7ed58d0f17136c97d9df60150b" } } $('.js-work-strip[data-work-id=72152896]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":72152896,"title":"Introduction: the situated intelligence of collaborative skills","translated_title":"","metadata":{"doi":"10.1007/s13164021-00528-7.","grobid_abstract":"Comments and enthusiastic examples or conversations about collaborative embodied cognition and performance, and related theoretical insights and implications, very welcome. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-59769776-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="51070304"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/51070304/Scripts_and_information_units_in_future_planning_Interactions_between_a_past_and_a_future_planning_task"><img alt="Research paper thumbnail of Scripts and information units in future planning: Interactions between a past and a future planning task" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Scripts and information units in future planning: Interactions between a past and a future planning task</div><div class="wp-workCard_item"><span>The Quarterly Journal of Experimental Psychology</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Research on future thinking has emphasized how episodic details from memories are combined to cre...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past and future thinking and on how past and future thinking processes interact.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51070304"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51070304"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51070304; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51070304]").text(description); $(".js-view-count[data-work-id=51070304]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51070304; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='51070304']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=51070304]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":51070304,"title":"Scripts and information units in future planning: Interactions between a past and a future planning task","translated_title":"","metadata":{"abstract":"Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past and future thinking and on how past and future thinking processes interact.","publisher":"Informa UK Limited","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"The Quarterly Journal of Experimental Psychology"},"translated_abstract":"Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past and future thinking and on how past and future thinking processes interact.","internal_url":"https://www.academia.edu/51070304/Scripts_and_information_units_in_future_planning_Interactions_between_a_past_and_a_future_planning_task","translated_internal_url":"","created_at":"2021-08-28T17:18:15.780-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Scripts_and_information_units_in_future_planning_Interactions_between_a_past_and_a_future_planning_task","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past and future thinking and on how past and future thinking processes interact.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics"},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":32361,"name":"Episodic Memory","url":"https://www.academia.edu/Documents/in/Episodic_Memory"},{"id":33732,"name":"Executive Function","url":"https://www.academia.edu/Documents/in/Executive_Function"},{"id":44096,"name":"Knowledge","url":"https://www.academia.edu/Documents/in/Knowledge"},{"id":61534,"name":"Thinking","url":"https://www.academia.edu/Documents/in/Thinking"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult"},{"id":138523,"name":"Quarterly Journal of Experimental Psychology","url":"https://www.academia.edu/Documents/in/Quarterly_Journal_of_Experimental_Psychology"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-51070304-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="44577660"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44577660/Why_Robots_Cant_Haka_skilled_performance_and_embodied_knowledge_in_the_M%C4%81ori_Haka_Mingon_and_Sutton_"><img alt="Research paper thumbnail of Why Robots Can't Haka: skilled performance and embodied knowledge in the Māori Haka [Mingon & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/65399783/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44577660/Why_Robots_Cant_Haka_skilled_performance_and_embodied_knowledge_in_the_M%C4%81ori_Haka_Mingon_and_Sutton_">Why Robots Can't Haka: skilled performance and embodied knowledge in the Māori Haka [Mingon & Sutton]</a></div><div class="wp-workCard_item"><span>Synthese</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">To investigate the unique kinds of mentality involved in skilled performance, this paper explores...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0eae699992eb655cb105f977263db9ce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65399783,"asset_id":44577660,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65399783/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44577660"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44577660"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44577660; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44577660]").text(description); $(".js-view-count[data-work-id=44577660]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44577660; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44577660']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0eae699992eb655cb105f977263db9ce" } } $('.js-work-strip[data-work-id=44577660]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44577660,"title":"Why Robots Can't Haka: skilled performance and embodied knowledge in the Māori Haka [Mingon \u0026 Sutton]","translated_title":"","metadata":{"abstract":"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.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Synthese"},"translated_abstract":"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.","internal_url":"https://www.academia.edu/44577660/Why_Robots_Cant_Haka_skilled_performance_and_embodied_knowledge_in_the_M%C4%81ori_Haka_Mingon_and_Sutton_","translated_internal_url":"","created_at":"2020-11-25T22:50:30.071-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":65399783,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65399783/thumbnails/1.jpg","file_name":"2021_Mingon_Sutton_Haka.pdf","download_url":"https://www.academia.edu/attachments/65399783/download_file","bulk_download_file_name":"Why_Robots_Cant_Haka_skilled_performance.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65399783/2021_Mingon_Sutton_Haka-libre.pdf?1610416720=\u0026response-content-disposition=attachment%3B+filename%3DWhy_Robots_Cant_Haka_skilled_performance.pdf\u0026Expires=1744335943\u0026Signature=XE5jmn8mRNOvqJwTKxZ-HjAKmSNfmWByCU4tri7yD8X8OBWKczAarhhpdUg8m0fFBSECfXk03TaYd~6ffsSijvH2n1lQPQZ333IhB3O7IImQA8dTUBIogunqK3JH58rE3M261Qh8Hpme5-C-g3T11OTA7kjqJFfWMdDCUFoGRLwHRTTtPdrg7P7ThkugYpyO3Vzpknpdw-QGuMQPb3Aql667yF-YBRiS5VaiUqkOUGXIGkju24c-SyiS6x9pvfRQKgAuTX~S0CDXtEudZZNXiYlWwZvyaMu1QIBhX8aEmvoCci4tzDhtrB5l1TVPuAsMJOZzJbpydB-pJcOsx2u7WQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Why_Robots_Cant_Haka_skilled_performance_and_embodied_knowledge_in_the_Māori_Haka_Mingon_and_Sutton_","translated_slug":"","page_count":29,"language":"en","content_type":"Work","summary":"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. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-44577660-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="44670811"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44670811/Between_the_crowd_and_the_band_performance_experience_creative_practice_and_wellbeing_for_professional_touring_musicians_Geeves_Jones_Davidson_and_Sutton_"><img alt="Research paper thumbnail of Between the crowd and the band: performance experience, creative practice, and wellbeing for professional touring musicians [Geeves, Jones, Davidson, & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/65399780/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44670811/Between_the_crowd_and_the_band_performance_experience_creative_practice_and_wellbeing_for_professional_touring_musicians_Geeves_Jones_Davidson_and_Sutton_">Between the crowd and the band: performance experience, creative practice, and wellbeing for professional touring musicians [Geeves, Jones, Davidson, & Sutton]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SamuelJones84">Samuel Jones</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JaneDavidson1">Jane Davidson</a></span></div><div class="wp-workCard_item"><span>International Journal of Wellbeing</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In some musical genres, professional performers play live shows many times a week. Arduous tourin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In some musical genres, professional performers play live shows many times a week. Arduous touring schedules bring encounters with wildly diverse audiences across many different performance ecologies. We investigate the kinds of creativity involved in such repeated live performance, kinds of creativity that are quite unlike songwriting and recording, and examine the central factors that influence musicians’ wellbeing over the course of a tour. The perspective of the professional musician has been underrepresented in research on relations between music and wellbeing, with little attention given to the experience of touring. In this case study, we investigate influences on positive and negative performance experiences for the four professional musicians of Australian pop/rock band Cloud Control. Geeves conducted intensive cognitive ethnographic fieldwork with Cloud Control members over a two-week national Australian tour for their second album, Dream Cave (2013). Adapting a Grounded Theory approach to data analysis, we found the level of wellbeing musicians reported and displayed on tour to be intimately linked to their creative performance experiences through the two emergent, overarching and interdependent themes of Performance Headspace (PH) and Connection with Audience (CA). We explore these themes in detail and provide examples to demonstrate how PH and CA can feed off each other in virtuous ways that positively shape musicians’ wellbeing, or loop in vicious ways that negatively shape musicians’ wellbeing. We argue that their creative practice, in thus re-enacting musical performance afresh in each venue’s distinctive setting, emerges within unique constraints each night, and is in a sense a co-creation of the crowd and the band.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-44670811-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-44670811-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37288748/table-1-performance-schedule-for-cloud-controls-dream-cave"><img alt="Performance Schedule for Cloud Control’s Dream Cave Australian Tour Table 1 " class="figure-slide-image" src="https://figures.academia-assets.com/65399780/table_001.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-44670811-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="255f68dc9d38d0603a6c446fb002c538" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65399780,"asset_id":44670811,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65399780/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44670811"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44670811"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44670811; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44670811]").text(description); $(".js-view-count[data-work-id=44670811]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44670811; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44670811']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "255f68dc9d38d0603a6c446fb002c538" } } $('.js-work-strip[data-work-id=44670811]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44670811,"title":"Between the crowd and the band: performance experience, creative practice, and wellbeing for professional touring musicians [Geeves, Jones, Davidson, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"In some musical genres, professional performers play live shows many times a week. 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data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/6952283/Remembering_as_Public_Practice_Wittgenstein_memory_and_distributed_cognitive_ecologies"><img alt="Research paper thumbnail of Remembering as Public Practice: Wittgenstein, memory, and distributed cognitive ecologies" class="work-thumbnail" src="https://attachments.academia-assets.com/36885071/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6952283/Remembering_as_Public_Practice_Wittgenstein_memory_and_distributed_cognitive_ecologies">Remembering as Public Practice: Wittgenstein, memory, and distributed cognitive ecologies</a></div><div class="wp-workCard_item"><span>Mind, Language, and Action: proceedings of the 36th Wittgenstein symposium, eds D. Moyal-Sharrock, V.A. Munz, & A. Coliva</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Remembering in everyday life is deeply embedded in complex, circumstance-dependent webs of signif...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Remembering in everyday life is deeply embedded in complex, circumstance-dependent webs of significance and social practice. This paper compares a 'distributed cognitive ecologies' framework for studying remembering as public practice with Wittgenstein’s remarks on remembering, especially as interpreted in a prominent recent tradition of 'radical' Wittgensteinian enactivism. I argue that even in subtle recent reinterpretations of Wittgenstein, the kinds of engagement with science on show are too heavily weighted towards a critical mode. Wittgenstein’s later philosophy offers rich resources for live topics and debates of intense cross-disciplinary interest. But this has been obscured by the dominance of polemic in the field, leading in some quarters to unfortunate indifference to and ignorance of Wittgenstein. I argue for an interpretation of Wittgenstein’s remarks on memory and remembering which supports a strongly integrative, cooperative version of engagement between philosophy and the sciences. Philosophy and the sciences of memory – the social sciences as well as the cognitive sciences – can operate together in complementary projects within common frameworks. I focus on 'radical' forms of Wittgensteinian enactivism because much of what these philosophers say about remembering is interesting and reasonable. Where they go astray is partly in their in their claims about what psychologists and cognitive scientists do and believe, and partly in their choice of criticisms, or their sense of which issues matter most. I argue that the issues about mental representation and content on which these enactivists focus are quite distinct from the issues about individualism which lie at the heart of the major revisionary movements in contemporary cognitive theory in which both enactivism and the distributed cognitive ecologies framework have arisen. After going back to work through the key critical themes of Wittgenstein’s remarks on memory, I then survey the recent history and contemporary landscape of the sciences of memory. Here, in clearing the ground for a direct evaluation of Wittgensteinian enactivism and the distributed cognitive ecologies framework, I set both against truly opposing views in classical cognitivism and reductionist neuroscience, but I complicate the enactivists’ critical assessment of the broader psychology and cognitive science of memory. Both because they focus so exclusively on problems about representation, and because they mischaracterize some of the ‘mainstream’ views under attack, Wittgensteinian enactivists maintain an unnecessarily divisive attitude towards the sciences of memory in general, and as a result tend to overemphasise the revolutionary novelty of their critiques. I argue instead that on many key theoretical points, both Wittgensteinian and enactivist accounts of memory are compatible with large swathes of mainstream work in philosophy and cognitive science. But once we focus more productively on questions about individualism rather than exclusively on problems of content, Wittgensteinian themes can indeed usefully redirect, temper, or illumine certain residual and significant challenges in the interdisciplinary study of memory. As yet, though, as I argue in the concluding section, Wittgensteinian enactivists still set unnecessary limits to constructive theory-development.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d69ba393e34847e706dddfcb719d0f1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36885071,"asset_id":6952283,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36885071/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6952283"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6952283"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6952283; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6952283]").text(description); $(".js-view-count[data-work-id=6952283]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6952283; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6952283']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d69ba393e34847e706dddfcb719d0f1a" } } $('.js-work-strip[data-work-id=6952283]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6952283,"title":"Remembering as Public Practice: Wittgenstein, memory, and distributed cognitive ecologies","translated_title":"","metadata":{"abstract":"Remembering in everyday life is deeply embedded in complex, circumstance-dependent webs of significance and social practice. 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This paper compares a 'distributed cognitive ecologies' framework for studying remembering as public practice with Wittgenstein’s remarks on remembering, especially as interpreted in a prominent recent tradition of 'radical' Wittgensteinian enactivism. I argue that even in subtle recent reinterpretations of Wittgenstein, the kinds of engagement with science on show are too heavily weighted towards a critical mode. Wittgenstein’s later philosophy offers rich resources for live topics and debates of intense cross-disciplinary interest. But this has been obscured by the dominance of polemic in the field, leading in some quarters to unfortunate indifference to and ignorance of Wittgenstein. I argue for an interpretation of Wittgenstein’s remarks on memory and remembering which supports a strongly integrative, cooperative version of engagement between philosophy and the sciences. Philosophy and the sciences of memory – the social sciences as well as the cognitive sciences – can operate together in complementary projects within common frameworks. I focus on 'radical' forms of Wittgensteinian enactivism because much of what these philosophers say about remembering is interesting and reasonable. Where they go astray is partly in their in their claims about what psychologists and cognitive scientists do and believe, and partly in their choice of criticisms, or their sense of which issues matter most. I argue that the issues about mental representation and content on which these enactivists focus are quite distinct from the issues about individualism which lie at the heart of the major revisionary movements in contemporary cognitive theory in which both enactivism and the distributed cognitive ecologies framework have arisen. After going back to work through the key critical themes of Wittgenstein’s remarks on memory, I then survey the recent history and contemporary landscape of the sciences of memory. Here, in clearing the ground for a direct evaluation of Wittgensteinian enactivism and the distributed cognitive ecologies framework, I set both against truly opposing views in classical cognitivism and reductionist neuroscience, but I complicate the enactivists’ critical assessment of the broader psychology and cognitive science of memory. Both because they focus so exclusively on problems about representation, and because they mischaracterize some of the ‘mainstream’ views under attack, Wittgensteinian enactivists maintain an unnecessarily divisive attitude towards the sciences of memory in general, and as a result tend to overemphasise the revolutionary novelty of their critiques. I argue instead that on many key theoretical points, both Wittgensteinian and enactivist accounts of memory are compatible with large swathes of mainstream work in philosophy and cognitive science. But once we focus more productively on questions about individualism rather than exclusively on problems of content, Wittgensteinian themes can indeed usefully redirect, temper, or illumine certain residual and significant challenges in the interdisciplinary study of memory. As yet, though, as I argue in the concluding section, Wittgensteinian enactivists still set unnecessary limits to constructive theory-development.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":36885071,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/36885071/thumbnails/1.jpg","file_name":"2015_Sutton_Wittgenstein.pdf","download_url":"https://www.academia.edu/attachments/36885071/download_file","bulk_download_file_name":"Remembering_as_Public_Practice_Wittgenst.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/36885071/2015_Sutton_Wittgenstein-libre.pdf?1425688129=\u0026response-content-disposition=attachment%3B+filename%3DRemembering_as_Public_Practice_Wittgenst.pdf\u0026Expires=1744238893\u0026Signature=JgZ76WuyJw62sCZm2oQ6d08lW9e0l97hEkgOCsoL3qHiffm-1o0PRmTjA4~tUDaGTNq6C1uMh0xgXN5tfXlzGi6luotvjfw2MR4IlklPeDwxZE9JFk707jKFEkc6el9CXtoSKCAM9jkSk5IILd8uBCOTw1VJ2zy7ogiB1PHBHgQY4SGrBR3Ohkal-LkgJ0rL0~PV~2grpVUQbakkKbLzj67ALni6SqsEJtXRP7zosWoYvfp~vpxLyyvNr4CahhsWWaPd24vfLfaacZQL1T-8g5NP7Z3bU0XtcT8v~~1Z8s7tHJusiG01vQ69rsKDsE9TTpopcTbOsoKpi1vMzGmpaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind"},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":3730,"name":"Philosophy of Psychology","url":"https://www.academia.edu/Documents/in/Philosophy_of_Psychology"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":11453,"name":"Philosophy of Memory","url":"https://www.academia.edu/Documents/in/Philosophy_of_Memory"},{"id":14023,"name":"Wittgenstein","url":"https://www.academia.edu/Documents/in/Wittgenstein"},{"id":14626,"name":"Later Wittgenstein","url":"https://www.academia.edu/Documents/in/Later_Wittgenstein"},{"id":15180,"name":"Philosophy of Cognitive Science","url":"https://www.academia.edu/Documents/in/Philosophy_of_Cognitive_Science"},{"id":23534,"name":"Individualism","url":"https://www.academia.edu/Documents/in/Individualism"},{"id":27785,"name":"Enactivism","url":"https://www.academia.edu/Documents/in/Enactivism"},{"id":31989,"name":"Embodied and Distributed Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Distributed_Cognition"},{"id":44454,"name":"Scaffolding","url":"https://www.academia.edu/Documents/in/Scaffolding"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":85382,"name":"Philosophy of Cognition","url":"https://www.academia.edu/Documents/in/Philosophy_of_Cognition"},{"id":116754,"name":"Cognitive Ecology","url":"https://www.academia.edu/Documents/in/Cognitive_Ecology"},{"id":156403,"name":"Enactive cognition","url":"https://www.academia.edu/Documents/in/Enactive_cognition"},{"id":175444,"name":"Social Remembering","url":"https://www.academia.edu/Documents/in/Social_Remembering"},{"id":223775,"name":"Forms of life","url":"https://www.academia.edu/Documents/in/Forms_of_life"},{"id":362853,"name":"Embodied and Enactive Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Enactive_Cognition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-6952283-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="3087696"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3087696/Philosophy_and_Memory_Traces_Descartes_to_connectionism"><img alt="Research paper thumbnail of Philosophy and Memory Traces: Descartes to connectionism" class="work-thumbnail" src="https://attachments.academia-assets.com/32841711/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3087696/Philosophy_and_Memory_Traces_Descartes_to_connectionism">Philosophy and Memory Traces: Descartes to connectionism</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Philosophy and Memory Traces defends two theories of autobiographical memory. One is a bewilderin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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. <br /> <br />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. <br /> <br />CONTENTS (Download at <a href="http://www.johnsutton.net/PhilosophyandMemoryTraces.htm" rel="nofollow">http://www.johnsutton.net/PhilosophyandMemoryTraces.htm</a>) <br />1 Introduction: traces, brains, and history <br />                  Appendix: memory and connectionism <br /> <br />Part I Animal spirits and memory traces <br />Introduction to Part I: Animal Spirits and Memory Traces <br />2 Wriggle-work: the quick and nimble animal spirits <br />3 Memory and 'the Cartesian philosophy of the brain' <br />                  Appendix 1: nerves, spirits, and traces in Descartes <br />                  Appendix 2: Malebranche on memory <br /> <br />Part II Inner discipline <br />Introduction to Part II: Inner Discipline <br />4 Spirit sciences, memory motions <br />5 Cognition, chaos, and control in English responses to Descartes' theory of memory <br />6 Local and distributed representations <br />7 John Locke and the neurophilosophy of self <br />                  Appendix: memory and self in Essay II.27 <br />8 The puzzle of survival <br />9 Spirits, body, and self <br />10 The puzzle of elimination <br /> <br />Part III 'The phantasmal chaos of association' <br />Introduction to Part III: 'The phantasmal chaos of association' <br />11 Fodor, connectionism, and cognitive discipline <br />12 Associationism and neo-associationism <br />13 Hartley's distributed model of memory <br />14 Attacks on neurophilosophy: Reid and Coleridge <br /> <br />Part IV Connectionism and the philosophy of memory <br />Introduction to Part IV: connectionism and the philosophy of memory <br />15 Representations, realism, and history <br />16 Attacks on traces <br />17 Order, confusion, remembering <br /> <br />References <br />Index</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="008d4b03e4b64ee3983cb611bb286e31" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32841711,"asset_id":3087696,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32841711/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3087696"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3087696"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3087696; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3087696]").text(description); $(".js-view-count[data-work-id=3087696]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3087696; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3087696']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "008d4b03e4b64ee3983cb611bb286e31" } } $('.js-work-strip[data-work-id=3087696]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3087696,"title":"Philosophy and Memory Traces: Descartes to connectionism","translated_title":"","metadata":{"abstract":"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.\r\n\r\nThe 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.\r\n\r\nCONTENTS (Download at http://www.johnsutton.net/PhilosophyandMemoryTraces.htm)\r\n1 Introduction: traces, brains, and history\r\n Appendix: memory and connectionism\r\n\r\nPart I Animal spirits and memory traces\r\nIntroduction to Part I: Animal Spirits and Memory Traces\r\n2 Wriggle-work: the quick and nimble animal spirits\r\n3 Memory and 'the Cartesian philosophy of the brain'\r\n Appendix 1: nerves, spirits, and traces in Descartes\r\n Appendix 2: Malebranche on memory\r\n\r\nPart II Inner discipline\r\nIntroduction to Part II: Inner Discipline\r\n4 Spirit sciences, memory motions\r\n5 Cognition, chaos, and control in English responses to Descartes' theory of memory\r\n6 Local and distributed representations\r\n7 John Locke and the neurophilosophy of self\r\n Appendix: memory and self in Essay II.27\r\n8 The puzzle of survival\r\n9 Spirits, body, and self\r\n10 The puzzle of elimination\r\n\r\nPart III 'The phantasmal chaos of association'\r\nIntroduction to Part III: 'The phantasmal chaos of association'\r\n11 Fodor, connectionism, and cognitive discipline\r\n12 Associationism and neo-associationism\r\n13 Hartley's distributed model of memory\r\n14 Attacks on neurophilosophy: Reid and Coleridge\r\n\r\nPart IV Connectionism and the philosophy of memory\r\nIntroduction to Part IV: connectionism and the philosophy of memory\r\n15 Representations, realism, and history\r\n16 Attacks on traces\r\n17 Order, confusion, remembering\r\n\r\nReferences\r\nIndex","more_info":"Paperback edition published 2007. Chapters available separately at http://www.johnsutton.net/PhilosophyandMemoryTraces.htm","publisher":"Cambridge University Press","publication_date":{"day":null,"month":null,"year":1998,"errors":{}}},"translated_abstract":"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.\r\n\r\nThe 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.\r\n\r\nCONTENTS (Download at http://www.johnsutton.net/PhilosophyandMemoryTraces.htm)\r\n1 Introduction: traces, brains, and history\r\n Appendix: memory and connectionism\r\n\r\nPart I Animal spirits and memory traces\r\nIntroduction to Part I: Animal Spirits and Memory Traces\r\n2 Wriggle-work: the quick and nimble animal spirits\r\n3 Memory and 'the Cartesian philosophy of the brain'\r\n Appendix 1: nerves, spirits, and traces in Descartes\r\n Appendix 2: Malebranche on memory\r\n\r\nPart II Inner discipline\r\nIntroduction to Part II: Inner Discipline\r\n4 Spirit sciences, memory motions\r\n5 Cognition, chaos, and control in English responses to Descartes' theory of memory\r\n6 Local and distributed representations\r\n7 John Locke and the neurophilosophy of self\r\n Appendix: memory and self in Essay II.27\r\n8 The puzzle of survival\r\n9 Spirits, body, and self\r\n10 The puzzle of elimination\r\n\r\nPart III 'The phantasmal chaos of association'\r\nIntroduction to Part III: 'The phantasmal chaos of association'\r\n11 Fodor, connectionism, and cognitive discipline\r\n12 Associationism and neo-associationism\r\n13 Hartley's distributed model of memory\r\n14 Attacks on neurophilosophy: Reid and Coleridge\r\n\r\nPart IV Connectionism and the philosophy of memory\r\nIntroduction to Part IV: connectionism and the philosophy of memory\r\n15 Representations, realism, and history\r\n16 Attacks on traces\r\n17 Order, confusion, remembering\r\n\r\nReferences\r\nIndex","internal_url":"https://www.academia.edu/3087696/Philosophy_and_Memory_Traces_Descartes_to_connectionism","translated_internal_url":"","created_at":"2013-03-23T05:12:29.818-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":32841711,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32841711/thumbnails/1.jpg","file_name":"1998_Sutton_PhilosophyAndMemoryTraces.pdf","download_url":"https://www.academia.edu/attachments/32841711/download_file","bulk_download_file_name":"Philosophy_and_Memory_Traces_Descartes_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32841711/1998_Sutton_PhilosophyAndMemoryTraces.pdf?1738106689=\u0026response-content-disposition=attachment%3B+filename%3DPhilosophy_and_Memory_Traces_Descartes_t.pdf\u0026Expires=1744335943\u0026Signature=IhQoaWaB5xFRyYuSAuH8XtnN~l9zOS1B6FWhG383hqAMK6iNpyF7vUpZL9GSEkRRD3xiVqsquoWFvHDK9zjD5DI7gkIOs~SsmrkbCojAFgaFwXCoT9by3tdIQZTEJ1s9aIYqZqKh3B7nN7nIh6c1B9kWjJ47fvHalXG38zDUy1MTYhVf5si3WLtWHtfks4wCtuoaIkbPE54QzGqopVcUDtW1~19CzRufSxwnjOnatXjnd5pToewyAbiMjrOkXVBPoYYc045O2QBR87-ZtXw9RhDQDMBpExzEqv10tvV5HK8G~sUBLNUH2gBgYoxBhqoFXd6CIm~UOOvw9Q2QuoAx6w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Philosophy_and_Memory_Traces_Descartes_to_connectionism","translated_slug":"","page_count":377,"language":"en","content_type":"Work","summary":"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.\r\n\r\nThe 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.\r\n\r\nCONTENTS (Download at http://www.johnsutton.net/PhilosophyandMemoryTraces.htm)\r\n1 Introduction: traces, brains, and history\r\n Appendix: memory and connectionism\r\n\r\nPart I Animal spirits and memory traces\r\nIntroduction to Part I: Animal Spirits and Memory Traces\r\n2 Wriggle-work: the quick and nimble animal spirits\r\n3 Memory and 'the Cartesian philosophy of the brain'\r\n Appendix 1: nerves, spirits, and traces in Descartes\r\n Appendix 2: Malebranche on memory\r\n\r\nPart II Inner discipline\r\nIntroduction to Part II: Inner Discipline\r\n4 Spirit sciences, memory motions\r\n5 Cognition, chaos, and control in English responses to Descartes' theory of memory\r\n6 Local and distributed representations\r\n7 John Locke and the neurophilosophy of self\r\n Appendix: memory and self in Essay II.27\r\n8 The puzzle of survival\r\n9 Spirits, body, and self\r\n10 The puzzle of elimination\r\n\r\nPart III 'The phantasmal chaos of association'\r\nIntroduction to Part III: 'The phantasmal chaos of association'\r\n11 Fodor, connectionism, and cognitive discipline\r\n12 Associationism and neo-associationism\r\n13 Hartley's distributed model of memory\r\n14 Attacks on neurophilosophy: Reid and Coleridge\r\n\r\nPart IV Connectionism and the philosophy of memory\r\nIntroduction to Part IV: connectionism and the philosophy of memory\r\n15 Representations, realism, and history\r\n16 Attacks on traces\r\n17 Order, confusion, remembering\r\n\r\nReferences\r\nIndex","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John 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class="work-thumbnail" src="https://attachments.academia-assets.com/63167319/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916986/Shared_remembering_and_distributed_affect_varieties_of_psychological_interdependence">Shared remembering and distributed affect: varieties of psychological interdependence</a></div><div class="wp-workCard_item"><span>New Directions in the Philosophy of Memory</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> One signiﬁcant feature of human life is our psychological interdependence. To greater or lesser ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">One signiﬁcant feature of human life is our psychological interdependence. To greater or lesser extents, and across diverse cultural contexts, our cognitive and affective states are related to those of others around us. We act alongside and share experiences with partners, family members, friends, workmates, and other people with whom we are connected in our daily lives. And as a result, what each of us feels and remembers, what matters to each of us about the present and the past, and the way we imagine and plan for the future, can be inﬂuenced by what those others feel, remember, and care about. This chapter integrates four recent trends in philosophy of memory and philosophy of cognitive science, all addressing such phenomena of psychological interdependence. Because memory is often in use when it is not explicitly in question, theorists whose primary attention is on another domain may not see just how heavily it is implicated. A range of interacting forms of remembering are involved in the phenomena of ‘distributed affectivity’ (Slaby, 2016) . I make this case in Section 2 by picking out four relevant features of distributed affectivity. These are features of interest in their own right that collectively conﬁrm the close links in these contexts between emotion and memory. I then home in, in Section 3, on a speciﬁc question about what exactly is shared in shared remembering, in such socially distributed systems: again considering emotion and memory together, I argue that complementary relations between different people are often more signiﬁcant than convergence or synchrony across interacting individuals.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd6deaebc7264d4aff080441b1204bfe" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63167319,"asset_id":42916986,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63167319/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916986"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916986"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916986; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916986]").text(description); $(".js-view-count[data-work-id=42916986]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916986; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916986']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd6deaebc7264d4aff080441b1204bfe" } } $('.js-work-strip[data-work-id=42916986]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916986,"title":"Shared remembering and distributed affect: varieties of psychological interdependence","translated_title":"","metadata":{"abstract":" One signiﬁcant feature of human life is our psychological interdependence. To greater or lesser extents, and across diverse cultural contexts, our cognitive and affective states are related to those of others around us. We act alongside and share experiences with partners, family members, friends, workmates, and other people with whom we are connected in our daily lives. And as a result, what each of us feels and remembers, what matters to each of us about the present and the past, and the way we imagine and plan for the future, can be inﬂuenced by what those others feel, remember, and care about. This chapter integrates four recent trends in philosophy of memory and philosophy of cognitive science, all addressing such phenomena of psychological interdependence. Because memory is often in use when it is not explicitly in question, theorists whose primary attention is on another domain may not see just how heavily it is implicated. A range of interacting forms of remembering are involved in the phenomena of ‘distributed affectivity’ (Slaby, 2016) . 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I make this case in Section 2 by picking out four relevant features of distributed affectivity. These are features of interest in their own right that collectively conﬁrm the close links in these contexts between emotion and memory. I then home in, in Section 3, on a speciﬁc question about what exactly is shared in shared remembering, in such socially distributed systems: again considering emotion and memory together, I argue that complementary relations between different people are often more signiﬁcant than convergence or synchrony across interacting individuals. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-42916986-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="42916861"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42916861/Personal_memory_the_scaffolded_mind_and_cognitive_change_in_the_Neolithic"><img alt="Research paper thumbnail of Personal memory, the scaffolded mind, and cognitive change in the Neolithic" class="work-thumbnail" src="https://attachments.academia-assets.com/63167134/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916861/Personal_memory_the_scaffolded_mind_and_cognitive_change_in_the_Neolithic">Personal memory, the scaffolded mind, and cognitive change in the Neolithic</a></div><div class="wp-workCard_item"><span>Consciousness, Creativity and Self at the Dawn of Settled Life: the test case of Çatalhöyük </span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">‘The Çatalhöyük evidence as a whole’, write Hodder and Pels, ‘gives many indications that, indeed...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">‘The Çatalhöyük evidence as a whole’, write Hodder and Pels, ‘gives many indications that, indeed, people began to link themselves to specific pasts, by burying pots, tools, humans and hunting trophies in ways that indicate particular memories rather than a generic reference to a group’. Such striking claims about Neolithic cognitive change seem to chime neatly with the other ambitious hypotheses explored in this volume, intended to link measurable changes in the archaeological record to historical changes in consciousness, creativity, and self. In this essay I return to memory as a test case for evaluating claims about cognitive change in the Neolithic, trying to flesh out and generalise Hodder’s suggestive remarks about memory at Çatalhöyük by setting them in the context of a broad theoretical approach to personal memory which might both make sense of and in turn be buttressed and developed by the archaeological case study. I proceed by first explaining and defending the possibility of historical changes in autobiographical memory, anchoring this exercise in speculative cognitive archaeology and cognitive history in the picture of the ‘scaffolded mind’ suggested by the ‘distributed cognition’ framework. In section 3, I discuss features of autobiographical memory and its components which are highlighted in various domains of recent science and theory, and which taken together reveal personal remembering as a rich and complex set of learned and enculturated skills. Section 4 lays out the background conditions for the putative historical changes, in or before the Neolithic, before I go on in section 5 to sketch a picture of the nature, causes, and implications of the hypothesised changes in memory capacities and practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e90263ccdcde2b1706602ca89e0b45b1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63167134,"asset_id":42916861,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63167134/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916861"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916861"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916861; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916861]").text(description); $(".js-view-count[data-work-id=42916861]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916861; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916861']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e90263ccdcde2b1706602ca89e0b45b1" } } $('.js-work-strip[data-work-id=42916861]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916861,"title":"Personal memory, the scaffolded mind, and cognitive change in the Neolithic","translated_title":"","metadata":{"abstract":"‘The Çatalhöyük evidence as a whole’, write Hodder and Pels, ‘gives many indications that, indeed, people began to link themselves to specific pasts, by burying pots, tools, humans and hunting trophies in ways that indicate particular memories rather than a generic reference to a group’. Such striking claims about Neolithic cognitive change seem to chime neatly with the other ambitious hypotheses explored in this volume, intended to link measurable changes in the archaeological record to historical changes in consciousness, creativity, and self. In this essay I return to memory as a test case for evaluating claims about cognitive change in the Neolithic, trying to flesh out and generalise Hodder’s suggestive remarks about memory at Çatalhöyük by setting them in the context of a broad theoretical approach to personal memory which might both make sense of and in turn be buttressed and developed by the archaeological case study. I proceed by first explaining and defending the possibility of historical changes in autobiographical memory, anchoring this exercise in speculative cognitive archaeology and cognitive history in the picture of the ‘scaffolded mind’ suggested by the ‘distributed cognition’ framework. In section 3, I discuss features of autobiographical memory and its components which are highlighted in various domains of recent science and theory, and which taken together reveal personal remembering as a rich and complex set of learned and enculturated skills. Section 4 lays out the background conditions for the putative historical changes, in or before the Neolithic, before I go on in section 5 to sketch a picture of the nature, causes, and implications of the hypothesised changes in memory capacities and practices.","more_info":"John Sutton. 2020. Personal memory, the scaffolded mind, and cognitive change in the Neolithic. In Ian Hodder (ed), Consciousness, Creativity and Self at the Dawn of Settled Life: the test case of Çatalhöyük (pp. 209-229). Cambridge: Cambridge University Press. ","ai_title_tag":"Cognitive Change and Memory in Neolithic Çatalhöyük","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Consciousness, Creativity and Self at the Dawn of Settled Life: the test case of Çatalhöyük "},"translated_abstract":"‘The Çatalhöyük evidence as a whole’, write Hodder and Pels, ‘gives many indications that, indeed, people began to link themselves to specific pasts, by burying pots, tools, humans and hunting trophies in ways that indicate particular memories rather than a generic reference to a group’. Such striking claims about Neolithic cognitive change seem to chime neatly with the other ambitious hypotheses explored in this volume, intended to link measurable changes in the archaeological record to historical changes in consciousness, creativity, and self. 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Such striking claims about Neolithic cognitive change seem to chime neatly with the other ambitious hypotheses explored in this volume, intended to link measurable changes in the archaeological record to historical changes in consciousness, creativity, and self. In this essay I return to memory as a test case for evaluating claims about cognitive change in the Neolithic, trying to flesh out and generalise Hodder’s suggestive remarks about memory at Çatalhöyük by setting them in the context of a broad theoretical approach to personal memory which might both make sense of and in turn be buttressed and developed by the archaeological case study. I proceed by first explaining and defending the possibility of historical changes in autobiographical memory, anchoring this exercise in speculative cognitive archaeology and cognitive history in the picture of the ‘scaffolded mind’ suggested by the ‘distributed cognition’ framework. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-42916861-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5016262"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5016262/_The_Creation_of_Space_narrative_strategies_group_agency_and_skill_in_Lloyd_Jones_The_Book_of_Fame_Sutton_and_Tribble_"><img alt="Research paper thumbnail of "The Creation of Space": narrative strategies, group agency, and skill in Lloyd Jones' *The Book of Fame* [Sutton & Tribble]" class="work-thumbnail" src="https://attachments.academia-assets.com/32251895/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5016262/_The_Creation_of_Space_narrative_strategies_group_agency_and_skill_in_Lloyd_Jones_The_Book_of_Fame_Sutton_and_Tribble_">"The Creation of Space": narrative strategies, group agency, and skill in Lloyd Jones' *The Book of Fame* [Sutton & Tribble]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://otago.academia.edu/EvelynTribble">Evelyn Tribble</a></span></div><div class="wp-workCard_item"><span>Mindful Aesthetics: literature and the science of mind, eds C. Danta & H. Groth</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Lloyd Jones’s *The Book of Fame*, a novel about the stunningly successful 1905 British tour of th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Lloyd Jones’s *The Book of Fame*, a novel about the stunningly successful 1905 British tour of the New Zealand rugby team, represents both skilled group action and the difficulty of capturing it in words. The novel’s form is as fluid and deceptive, as adaptable and integrated, as the sweetly shaped play of the team that became known during this tour for the first time as the All Blacks. It treats sport on its own terms as a rich world, a set of bodily skills, and an honest profession in itself. A reading of *The Book of Fame* can contribute to the interdisciplinary study of literature and cognition, exemplifying two-way ‘exchange values’. On the one hand, we gain insights into the nature of skilful group agency, of distinct forms and at distinct timescales, by focussing on the precise forms taken by the All Blacks’ creation of space. Here, we treat The Book of Fame as a brilliant evocation of features of collective thought, movement, and emotion that both everyday and scientific inquiry can easily miss. On the other hand, we also read back into the novel a subtle, fascinated interrogation of the mechanisms by which small groups form, evolve, and act. In this more ambitious mode of analysis, we use independently motivated theoretical concerns to help us see real features of the literary work that might otherwise remain invisible. We focus on the relationship between skilful performance and collective action. These topics fall outside the ambit of much current work by literary theorists using cognitive research, who tend to focus on theory of mind and modularity, metaphor and blending, emotion and empathy, consciousness and concepts, representation and so on. But skilled performance and collective action comprise surprisingly lively research fields across the sciences, from neuropsychology to philosophy of mind and cognitive anthropology. These areas of inquiry may provide even more productive avenues for future work in the interfield of literary and cultural theory and the cognitive sciences.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-5016262-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-5016262-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2832738/table-1-the-creation-of-space-narrative-strategies-group"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32251895/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2832746/table-2-the-creation-of-space-narrative-strategies-group"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32251895/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2832754/table-3-the-creation-of-space-narrative-strategies-group"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32251895/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2832759/table-4-the-creation-of-space-narrative-strategies-group"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32251895/table_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2832766/table-5-the-creation-of-space-narrative-strategies-group"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32251895/table_005.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-5016262-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a1f5a50ff37776ac44720fcb8e532136" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32251895,"asset_id":5016262,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32251895/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5016262"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5016262"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5016262; 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The novel’s form is as fluid and deceptive, as adaptable and integrated, as the sweetly shaped play of the team that became known during this tour for the first time as the All Blacks. It treats sport on its own terms as a rich world, a set of bodily skills, and an honest profession in itself. A reading of *The Book of Fame* can contribute to the interdisciplinary study of literature and cognition, exemplifying two-way ‘exchange values’. On the one hand, we gain insights into the nature of skilful group agency, of distinct forms and at distinct timescales, by focussing on the precise forms taken by the All Blacks’ creation of space. Here, we treat The Book of Fame as a brilliant evocation of features of collective thought, movement, and emotion that both everyday and scientific inquiry can easily miss. On the other hand, we also read back into the novel a subtle, fascinated interrogation of the mechanisms by which small groups form, evolve, and act. In this more ambitious mode of analysis, we use independently motivated theoretical concerns to help us see real features of the literary work that might otherwise remain invisible. We focus on the relationship between skilful performance and collective action. These topics fall outside the ambit of much current work by literary theorists using cognitive research, who tend to focus on theory of mind and modularity, metaphor and blending, emotion and empathy, consciousness and concepts, representation and so on. But skilled performance and collective action comprise surprisingly lively research fields across the sciences, from neuropsychology to philosophy of mind and cognitive anthropology. These areas of inquiry may provide even more productive avenues for future work in the interfield of literary and cultural theory and the cognitive sciences.","more_info":"John Sutton and Evelyn B. 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On the one hand, we gain insights into the nature of skilful group agency, of distinct forms and at distinct timescales, by focussing on the precise forms taken by the All Blacks’ creation of space. Here, we treat The Book of Fame as a brilliant evocation of features of collective thought, movement, and emotion that both everyday and scientific inquiry can easily miss. On the other hand, we also read back into the novel a subtle, fascinated interrogation of the mechanisms by which small groups form, evolve, and act. In this more ambitious mode of analysis, we use independently motivated theoretical concerns to help us see real features of the literary work that might otherwise remain invisible. We focus on the relationship between skilful performance and collective action. These topics fall outside the ambit of much current work by literary theorists using cognitive research, who tend to focus on theory of mind and modularity, metaphor and blending, emotion and empathy, consciousness and concepts, representation and so on. But skilled performance and collective action comprise surprisingly lively research fields across the sciences, from neuropsychology to philosophy of mind and cognitive anthropology. These areas of inquiry may provide even more productive avenues for future work in the interfield of literary and cultural theory and the cognitive sciences.","internal_url":"https://www.academia.edu/5016262/_The_Creation_of_Space_narrative_strategies_group_agency_and_skill_in_Lloyd_Jones_The_Book_of_Fame_Sutton_and_Tribble_","translated_internal_url":"","created_at":"2013-11-06T17:41:23.692-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":4822,"work_id":5016262,"tagging_user_id":176044,"tagged_user_id":117552,"co_author_invite_id":null,"email":"e***e@otago.ac.nz","affiliation":"University of Otago","display_order":null,"name":"Evelyn Tribble","title":"\"The Creation of Space\": narrative strategies, group agency, and skill in Lloyd Jones' *The Book of Fame* [Sutton \u0026 Tribble]"}],"downloadable_attachments":[{"id":32251895,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32251895/thumbnails/1.jpg","file_name":"Sutton_Tribble_Book_Fame_2013.pdf","download_url":"https://www.academia.edu/attachments/32251895/download_file","bulk_download_file_name":"The_Creation_of_Space_narrative_strateg.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32251895/Sutton_Tribble_Book_Fame_2013-libre.pdf?1391547118=\u0026response-content-disposition=attachment%3B+filename%3DThe_Creation_of_Space_narrative_strateg.pdf\u0026Expires=1744238893\u0026Signature=YNKT8DqynLzhor-tXfc52-KpujXn0oZrOIXxfkaTlbUHNl5MOjoFJzr1ACVkao7-nJ7d2XPpz5SmJ37SwBtY0fJA8nFYTgOXc5ORWpAVzaz4uAS8eRF8SrD5n4kOGXb10OrR6MtyIEH3ZInFJAAC9FRlgm4bu~8t0dGxzNua0ZSlObmEMGRIu-OrW05anBJqtgjqF99mPYQNEWmTtnpgFwd8ZceL10Bpq6HxWyppqpyHwD33RjLO50q79M05nuYlL6jLZ7AL7gkY~r5GFbdfoDfAJTmdgK8tbrdmkrvgZgX5pZdvieJcs5LeJ~SDtWazxT8SHDdH1LqWwxRwSLINdg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_The_Creation_of_Space_narrative_strategies_group_agency_and_skill_in_Lloyd_Jones_The_Book_of_Fame_Sutton_and_Tribble_","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"Lloyd Jones’s *The Book of Fame*, a novel about the stunningly successful 1905 British tour of the New Zealand rugby team, represents both skilled group action and the difficulty of capturing it in words. The novel’s form is as fluid and deceptive, as adaptable and integrated, as the sweetly shaped play of the team that became known during this tour for the first time as the All Blacks. It treats sport on its own terms as a rich world, a set of bodily skills, and an honest profession in itself. A reading of *The Book of Fame* can contribute to the interdisciplinary study of literature and cognition, exemplifying two-way ‘exchange values’. On the one hand, we gain insights into the nature of skilful group agency, of distinct forms and at distinct timescales, by focussing on the precise forms taken by the All Blacks’ creation of space. Here, we treat The Book of Fame as a brilliant evocation of features of collective thought, movement, and emotion that both everyday and scientific inquiry can easily miss. On the other hand, we also read back into the novel a subtle, fascinated interrogation of the mechanisms by which small groups form, evolve, and act. In this more ambitious mode of analysis, we use independently motivated theoretical concerns to help us see real features of the literary work that might otherwise remain invisible. We focus on the relationship between skilful performance and collective action. These topics fall outside the ambit of much current work by literary theorists using cognitive research, who tend to focus on theory of mind and modularity, metaphor and blending, emotion and empathy, consciousness and concepts, representation and so on. But skilled performance and collective action comprise surprisingly lively research fields across the sciences, from neuropsychology to philosophy of mind and cognitive anthropology. 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cognition","url":"https://www.academia.edu/Documents/in/Literature_and_cognition"},{"id":42987,"name":"Cognitive Poetics","url":"https://www.academia.edu/Documents/in/Cognitive_Poetics"},{"id":43130,"name":"Collective Identity","url":"https://www.academia.edu/Documents/in/Collective_Identity"},{"id":44675,"name":"Fiction","url":"https://www.academia.edu/Documents/in/Fiction"},{"id":46937,"name":"Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Cognitive_Sciences"},{"id":49905,"name":"Sport","url":"https://www.academia.edu/Documents/in/Sport"},{"id":62443,"name":"Groupthink","url":"https://www.academia.edu/Documents/in/Groupthink"},{"id":82656,"name":"Fame","url":"https://www.academia.edu/Documents/in/Fame"},{"id":116108,"name":"New Zealand","url":"https://www.academia.edu/Documents/in/New_Zealand"},{"id":306087,"name":"Group Agency","url":"https://www.academia.edu/Documents/in/Group_Agency"},{"id":362853,"name":"Embodied and Enactive Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Enactive_Cognition"},{"id":548188,"name":"Lloyd Jones","url":"https://www.academia.edu/Documents/in/Lloyd_Jones"},{"id":820130,"name":"All Blacks","url":"https://www.academia.edu/Documents/in/All_Blacks"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-5016262-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37220538"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/37220538/Creative_Editing_Svilova_and_Vertovs_Distributed_Cognition"><img alt="Research paper thumbnail of Creative Editing: Svilova and Vertov's Distributed Cognition" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Creative Editing: Svilova and Vertov's Distributed Cognition</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/KarenPearlman">Karen Pearlman</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a></span></div><div class="wp-workCard_item"><span>Apparatus</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The film editor Elizaveta Svilova (1900-1975), wife, and lifelong collaborator of the filmmaker D...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The film editor Elizaveta Svilova (1900-1975), wife, and lifelong collaborator of the filmmaker Dziga Vertov (1896-1954), lingers to the side of scholarship on her famous husband’s films, hidden behind the historical neglect of both of women and of editors. This article addresses the silence surrounding Svilova by applying research in film history, cognitive philosophy, and creative practice to her montage filmmaking collaboration with Vertov. We aim to recuperate Svilova’s position as creative contributor to what are known as Vertov’s works of genius by showing that editing processes are the expert work of a distributed cognitive system. Using the distributed cognitive framework, which understands the work of mind to be the integrated work of brains, bodies and the world (Clark and Chalmers 1998), we analyse a particular instance of Svilova at work.  This framework for analysis reveals her editing as an embodied form of expertise. The intended outcome of this approach is to ground a fresh model of creativity in film in empirical evidence that is uniquely available in the works and documents of the Svilova-Vertov collaboration. We propose that understanding editing as an instance of distributed cognition provides insight into editing expertise and its creative contribution to films. We conclude that this understanding of editing as the work of distributed cognitive systems may have profound implications for the re-evaluation of the work of otherwise invisible women and editors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37220538"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37220538"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37220538; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37220538]").text(description); $(".js-view-count[data-work-id=37220538]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37220538; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37220538']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=37220538]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37220538,"title":"Creative Editing: Svilova and Vertov's Distributed Cognition","translated_title":"","metadata":{"doi":"10.17892/app.006.122","issue":"6","abstract":"The film editor Elizaveta Svilova (1900-1975), wife, and lifelong collaborator of the filmmaker Dziga Vertov (1896-1954), lingers to the side of scholarship on her famous husband’s films, hidden behind the historical neglect of both of women and of editors. This article addresses the silence surrounding Svilova by applying research in film history, cognitive philosophy, and creative practice to her montage filmmaking collaboration with Vertov. We aim to recuperate Svilova’s position as creative contributor to what are known as Vertov’s works of genius by showing that editing processes are the expert work of a distributed cognitive system. Using the distributed cognitive framework, which understands the work of mind to be the integrated work of brains, bodies and the world (Clark and Chalmers 1998), we analyse a particular instance of Svilova at work. This framework for analysis reveals her editing as an embodied form of expertise. The intended outcome of this approach is to ground a fresh model of creativity in film in empirical evidence that is uniquely available in the works and documents of the Svilova-Vertov collaboration. 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This article addresses the silence surrounding Svilova by applying research in film history, cognitive philosophy, and creative practice to her montage filmmaking collaboration with Vertov. We aim to recuperate Svilova’s position as creative contributor to what are known as Vertov’s works of genius by showing that editing processes are the expert work of a distributed cognitive system. Using the distributed cognitive framework, which understands the work of mind to be the integrated work of brains, bodies and the world (Clark and Chalmers 1998), we analyse a particular instance of Svilova at work. This framework for analysis reveals her editing as an embodied form of expertise. The intended outcome of this approach is to ground a fresh model of creativity in film in empirical evidence that is uniquely available in the works and documents of the Svilova-Vertov collaboration. 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The author emphasizes the historical connection between memory-based arts and cognitive architectures, suggesting that understanding how external and internal cognitive resources intertwine can provide valuable insights into cognitive science."},"translated_abstract":null,"internal_url":"https://www.academia.edu/342419/Exograms_and_interdisciplinarity_history_the_extended_mind_and_the_civilizing_process","translated_internal_url":"","created_at":"2010-09-28T06:55:21.458-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":1752353,"title":"Exograms and interdisciplinarity: history, the extended mind, and the civilizing process","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/1752353/thumbnails/1.jpg","file_name":"Exograms_v2_revised2008.doc","download_url":"https://www.academia.edu/attachments/1752353/download_file","bulk_download_file_name":"Exograms_and_interdisciplinarity_history.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/1752353/Exograms_v2_revised2008.doc?1737713111=\u0026response-content-disposition=attachment%3B+filename%3DExograms_and_interdisciplinarity_history.doc\u0026Expires=1744238893\u0026Signature=hP6ChtehyiT473UGInsI7e8qVNC3KhV1b-o~2X5JM2jXGnZ94IrCLMKiS7eLyYOnmC-KPa7fhEFzJEaq0XlU~6ieJxP5gJimQncL3IWxWcnsdqk9OKFuFDhgkmPio58UenKA0i0rasBfWDbiWbfMoJ-0wBrroz2mXhKoUxX6q73lGakWghM60hO6Adg3dBkO8G7ordDKSDeMGXsqPDdrDpQ4RliQPZ9lQUgqY-vO11z4y41E2-~lXY5PbBn2wRfsZdgVpi7brlV3k4JkEdcFvtDBLQrs3lIRTBxUqVUTUXUaaX639tPkcPRI3ZhNHYkpUycHeF-PB8ra4qJiPMG~hA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Exograms_and_interdisciplinarity_history_the_extended_mind_and_the_civilizing_process","translated_slug":"","page_count":49,"language":"en","content_type":"Work","summary":null,"impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":1752353,"title":"Exograms and interdisciplinarity: history, the extended mind, and the civilizing process","file_type":"doc","scribd_thumbnail_url":"https://attachments.academia-assets.com/1752353/thumbnails/1.jpg","file_name":"Exograms_v2_revised2008.doc","download_url":"https://www.academia.edu/attachments/1752353/download_file","bulk_download_file_name":"Exograms_and_interdisciplinarity_history.doc","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/1752353/Exograms_v2_revised2008.doc?1737713111=\u0026response-content-disposition=attachment%3B+filename%3DExograms_and_interdisciplinarity_history.doc\u0026Expires=1744238893\u0026Signature=hP6ChtehyiT473UGInsI7e8qVNC3KhV1b-o~2X5JM2jXGnZ94IrCLMKiS7eLyYOnmC-KPa7fhEFzJEaq0XlU~6ieJxP5gJimQncL3IWxWcnsdqk9OKFuFDhgkmPio58UenKA0i0rasBfWDbiWbfMoJ-0wBrroz2mXhKoUxX6q73lGakWghM60hO6Adg3dBkO8G7ordDKSDeMGXsqPDdrDpQ4RliQPZ9lQUgqY-vO11z4y41E2-~lXY5PbBn2wRfsZdgVpi7brlV3k4JkEdcFvtDBLQrs3lIRTBxUqVUTUXUaaX639tPkcPRI3ZhNHYkpUycHeF-PB8ra4qJiPMG~hA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":10498,"name":"Extended Mind","url":"https://www.academia.edu/Documents/in/Extended_Mind"},{"id":80746,"name":"Merlin Donald","url":"https://www.academia.edu/Documents/in/Merlin_Donald"},{"id":82371,"name":"Extended Cognition","url":"https://www.academia.edu/Documents/in/Extended_Cognition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-342419-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5647343"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5647343/Embodied_Remembering_Routledge_Handbook_of_Embodied_Cognition_Sutton_and_Williamson_"><img alt="Research paper thumbnail of Embodied Remembering (Routledge Handbook of Embodied Cognition) [Sutton & Williamson]" class="work-thumbnail" src="https://attachments.academia-assets.com/32709829/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5647343/Embodied_Remembering_Routledge_Handbook_of_Embodied_Cognition_Sutton_and_Williamson_">Embodied Remembering (Routledge Handbook of Embodied Cognition) [Sutton & Williamson]</a></div><div class="wp-workCard_item"><span>The Routledge Handbook of Embodied Cognition</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction: the diversity of embodied remembering Experiences of embodied remembering are famil...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction: the diversity of embodied remembering Experiences of embodied remembering are familiar and diverse. We settle bodily into familiar chairs or find our way easily round familiar rooms. We inhabit our own kitchens or cars or workspaces effectively and comfortably, and feel disrupted when our habitual and accustomed objects or technologies change or break or are not available. Hearing a particular song can viscerally bring back either one conversation long ago, or just the urge to dance. Some people explicitly use their bodies to record, store, or cue memories. Others can move skilfully, without stopping to think, in complex and changing environments thanks to the cumulative expertise accrued in their history of fighting fires, or dancing, or playing hockey. The forms of memory involved in these cases may be distinct, operating at different timescales and levels, and by way of different mechanisms and media, but they often cooperate in the many contexts of our practices of remembering.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1e4ac1770d9cdcfc3d330bd9fe862f6b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32709829,"asset_id":5647343,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32709829/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5647343"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5647343"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5647343; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5647343]").text(description); $(".js-view-count[data-work-id=5647343]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5647343; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5647343']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1e4ac1770d9cdcfc3d330bd9fe862f6b" } } $('.js-work-strip[data-work-id=5647343]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5647343,"title":"Embodied Remembering (Routledge Handbook of Embodied Cognition) [Sutton \u0026 Williamson]","translated_title":"","metadata":{"more_info":"John Sutton \u0026 Kellie Williamson, Embodied Remembering, in Larry Shapiro (ed), The Routledge Handbook of Embodied Cognition","grobid_abstract":"Introduction: the diversity of embodied remembering Experiences of embodied remembering are familiar and diverse. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5647343-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="361289"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/361289/The_Psychology_of_Memory_Extended_Cognition_and_Socially_Distributed_Remembering_Sutton_Harris_Keil_and_Barnier_"><img alt="Research paper thumbnail of The Psychology of Memory, Extended Cognition, and Socially Distributed Remembering [Sutton, Harris, Keil, & Barnier]" class="work-thumbnail" src="https://attachments.academia-assets.com/1794292/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/361289/The_Psychology_of_Memory_Extended_Cognition_and_Socially_Distributed_Remembering_Sutton_Harris_Keil_and_Barnier_">The Psychology of Memory, Extended Cognition, and Socially Distributed Remembering [Sutton, Harris, Keil, & Barnier]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/CeliaHarris">Celia Harris</a></span></div><div class="wp-workCard_item"><span>Phenomenology and the Cognitive Sciences 9 (4), 521-560</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper introduces a new, expanded range of relevant cognitive psychological research on coll...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper introduces a new, expanded range of relevant cognitive <br />psychological research on collaborative recall and social memory to the philosophical <br />debate on extended and distributed cognition. We start by examining the case for <br />extended cognition based on the complementarity of inner and outer resources, by which <br />neural, bodily, social, and environmental resources with disparate but complementary <br />properties are integrated into hybrid cognitive systems, transforming or augmenting the <br />nature of remembering or decision-making. Adams and Aizawa, noting this distinctive <br />complementarity argument, say that they agree with it completely: but they describe it as <br />“a non-revolutionary approach” which leaves “the cognitive psychology of memory as <br />the study of processes that take place, essentially without exception, within nervous <br />systems.” In response, we carve out, on distinct conceptual and empirical grounds, a rich <br />middle ground between internalist forms of cognitivism and radical anti-cognitivism. <br />Drawing both on extended cognition literature and on Sterelny’s account of the <br />“scaffolded mind” (this issue), we develop a multidimensional framework for <br />understanding varying relations between agents and external resources, both technological <br />and social. On this basis we argue that, independent of any more “revolutionary” <br />metaphysical claims about the partial constitution of cognitive processes by external <br />resources, a thesis of scaffolded or distributed cognition can substantially influence or <br />transform explanatory practice in cognitive science. Critics also cite various empirical <br />results as evidence against the idea that remembering can extend beyond skull and skin. <br />We respond with a more principled, representative survey of the scientific psychology of <br />memory, focussing in particular on robust recent empirical traditions for the study of <br />collaborative recall and transactive social memory. We describe our own empirical <br />research on socially distributed remembering, aimed at identifying conditions for <br />mnemonic emergence in collaborative groups. Philosophical debates about extended, <br />embedded, and distributed cognition can thus make richer, mutually beneficial contact <br />with independentlymotivated research programs in the cognitive psychology of memory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dbe51f3c104f332d3071ccd345a452ba" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1794292,"asset_id":361289,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1794292/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="361289"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="361289"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 361289; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=361289]").text(description); $(".js-view-count[data-work-id=361289]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 361289; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='361289']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dbe51f3c104f332d3071ccd345a452ba" } } $('.js-work-strip[data-work-id=361289]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":361289,"title":"The Psychology of Memory, Extended Cognition, and Socially Distributed Remembering [Sutton, Harris, Keil, \u0026 Barnier]","translated_title":"","metadata":{"abstract":"This paper introduces a new, expanded range of relevant cognitive\r\npsychological research on collaborative recall and social memory to the philosophical\r\ndebate on extended and distributed cognition. 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hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/313905/Remembering_Cambridge_Handbook_of_Situated_Cognition_"><img alt="Research paper thumbnail of Remembering (Cambridge Handbook of Situated Cognition)" class="work-thumbnail" src="https://attachments.academia-assets.com/1533952/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/313905/Remembering_Cambridge_Handbook_of_Situated_Cognition_">Remembering (Cambridge Handbook of Situated Cognition)</a></div><div class="wp-workCard_item"><span>The Cambridge Handbook of Situated Cognition</span><span>, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The case of remembering poses a particular challenge to theories of situated cognition, and its s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The case of remembering poses a particular challenge to theories of situated cognition, and its successful treatment within <br />this framework will require a more dramatic integration of levels, fields, and methods than has yet been achieved. The challenge arises from the fact that memory often takes us out of the current situation: in remembering episodes or experiences in my personal <br />past, for example, I am mentally transported away from the social and physical setting in which I am currently embedded. Our ability <br />to make psychological contact with events and experiences in the past was one motivation, in classical cognitive science and cognitive psychology, for postulating inner mental representations to hold information across the temporal gap. Theorists of situated cognition thus have to show how such an apparently representation-hungry and decoupled high-level cognitive process may nonetheless be fruitfully understood as embodied, contextualized, and distributed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="110c1944676a812d3ff24148c0cd8b70" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1533952,"asset_id":313905,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1533952/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="313905"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="313905"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 313905; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=313905]").text(description); $(".js-view-count[data-work-id=313905]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 313905; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='313905']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "110c1944676a812d3ff24148c0cd8b70" } } $('.js-work-strip[data-work-id=313905]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":313905,"title":"Remembering (Cambridge Handbook of Situated Cognition)","translated_title":"","metadata":{"abstract":"The case of remembering poses a particular challenge to theories of situated cognition, and its successful treatment within\r\nthis framework will require a more dramatic integration of levels, fields, and methods than has yet been achieved. 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profile--work_container" data-work-id="117766361"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/117766361/Situated_Affects_and_Place_Memory"><img alt="Research paper thumbnail of Situated Affects and Place Memory" class="work-thumbnail" src="https://attachments.academia-assets.com/113542973/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/117766361/Situated_Affects_and_Place_Memory">Situated Affects and Place Memory</a></div><div class="wp-workCard_item"><span>Topoi</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Traces of many past events are often layered or superposed, in brain, body, and world alike. This...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Traces of many past events are often layered or superposed, in brain, body, and world alike. This often poses challenges for individuals and groups, both in accessing specific past events and in regulating or managing coexisting emotions or attitudes. We sometimes struggle, for example, to find appropriate modes of engagement with places with complex and difficult pasts. More generally, there can appear to be a tension between what we know about the highly constructive nature of remembering, whether it is drawing on neural or worldly resources or both, and the ways that we need and use memory to make claims on the past, and to maintain some appropriate causal connections to past events. I assess the current state of work on situated affect and distributed memory, and the recent criticisms of the 'dogma of harmony' in these fields. I then deploy these frameworks to examine some affective dimensions of place memory, sketching a strongly distributed conception of places as sometimes partly constituting the processes and activities of feeling and remembering. These approaches also offer useful perspectives on the problems of how to engage-politically and aesthetically-with difficult pasts and historically burdened heritage. In assessing artistic interventions in troubled places, we can seek responsibly to do justice to the past while fully embracing the dynamic and contested constructedness of our present emotions, memories, and activities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f72909de2b5232ad13cffb99f3c6dd67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113542973,"asset_id":117766361,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113542973/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="117766361"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="117766361"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 117766361; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=117766361]").text(description); $(".js-view-count[data-work-id=117766361]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 117766361; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='117766361']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f72909de2b5232ad13cffb99f3c6dd67" } } $('.js-work-strip[data-work-id=117766361]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":117766361,"title":"Situated Affects and Place Memory","translated_title":"","metadata":{"doi":"10.1007/s11245-024-10053-8","abstract":"Traces of many past events are often layered or superposed, in brain, body, and world alike. This often poses challenges for individuals and groups, both in accessing specific past events and in regulating or managing coexisting emotions or attitudes. We sometimes struggle, for example, to find appropriate modes of engagement with places with complex and difficult pasts. More generally, there can appear to be a tension between what we know about the highly constructive nature of remembering, whether it is drawing on neural or worldly resources or both, and the ways that we need and use memory to make claims on the past, and to maintain some appropriate causal connections to past events. I assess the current state of work on situated affect and distributed memory, and the recent criticisms of the 'dogma of harmony' in these fields. I then deploy these frameworks to examine some affective dimensions of place memory, sketching a strongly distributed conception of places as sometimes partly constituting the processes and activities of feeling and remembering. These approaches also offer useful perspectives on the problems of how to engage-politically and aesthetically-with difficult pasts and historically burdened heritage. In assessing artistic interventions in troubled places, we can seek responsibly to do justice to the past while fully embracing the dynamic and contested constructedness of our present emotions, memories, and activities.","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"Topoi"},"translated_abstract":"Traces of many past events are often layered or superposed, in brain, body, and world alike. This often poses challenges for individuals and groups, both in accessing specific past events and in regulating or managing coexisting emotions or attitudes. We sometimes struggle, for example, to find appropriate modes of engagement with places with complex and difficult pasts. More generally, there can appear to be a tension between what we know about the highly constructive nature of remembering, whether it is drawing on neural or worldly resources or both, and the ways that we need and use memory to make claims on the past, and to maintain some appropriate causal connections to past events. I assess the current state of work on situated affect and distributed memory, and the recent criticisms of the 'dogma of harmony' in these fields. I then deploy these frameworks to examine some affective dimensions of place memory, sketching a strongly distributed conception of places as sometimes partly constituting the processes and activities of feeling and remembering. These approaches also offer useful perspectives on the problems of how to engage-politically and aesthetically-with difficult pasts and historically burdened heritage. 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This often poses challenges for individuals and groups, both in accessing specific past events and in regulating or managing coexisting emotions or attitudes. We sometimes struggle, for example, to find appropriate modes of engagement with places with complex and difficult pasts. More generally, there can appear to be a tension between what we know about the highly constructive nature of remembering, whether it is drawing on neural or worldly resources or both, and the ways that we need and use memory to make claims on the past, and to maintain some appropriate causal connections to past events. I assess the current state of work on situated affect and distributed memory, and the recent criticisms of the 'dogma of harmony' in these fields. I then deploy these frameworks to examine some affective dimensions of place memory, sketching a strongly distributed conception of places as sometimes partly constituting the processes and activities of feeling and remembering. These approaches also offer useful perspectives on the problems of how to engage-politically and aesthetically-with difficult pasts and historically burdened heritage. In assessing artistic interventions in troubled places, we can seek responsibly to do justice to the past while fully embracing the dynamic and contested constructedness of our present emotions, memories, and activities.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":113542973,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/113542973/thumbnails/1.jpg","file_name":"2024_Sutton_Topoi_Sit_Aff_Place_Mem.pdf","download_url":"https://www.academia.edu/attachments/113542973/download_file","bulk_download_file_name":"Situated_Affects_and_Place_Memory.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/113542973/2024_Sutton_Topoi_Sit_Aff_Place_Mem-libre.pdf?1713603982=\u0026response-content-disposition=attachment%3B+filename%3DSituated_Affects_and_Place_Memory.pdf\u0026Expires=1744238892\u0026Signature=CutHzBflC5QKrnnHZVhaZqt50AcCkqGoC9caa30Swe-f6V1qdqr5ua85bH792xnorbhdk4e~GN6y5-YcnQ7rZ30Torumzi7gN9HrGMxEstH2uESIDcBAR9yJBhAwdp4eduuX3RPx-5iJZ~IkGzYuzyyDLDXsLLGuXYuq4YGPEx7maMCZyxiGWjJjR6HFi9WWpD8TdTXpX2wJSlkCBjuPwwLVIOKJH9kcEqrcvVD9VCzg5exDJ~fuCd6WAI3c7czgZyBZ34H6o0WExK~S0~zpfeqirhWYWY3dh-PzvVhUvV0k6PPvMeXBWYQL1q5KI9ibdUpNtZvYPV~HnA~E89cj7g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion"},{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":11474,"name":"Commemoration (Memory Studies)","url":"https://www.academia.edu/Documents/in/Commemoration_Memory_Studies_"},{"id":12200,"name":"Sense of Place","url":"https://www.academia.edu/Documents/in/Sense_of_Place"},{"id":12644,"name":"Commemoration and Memory","url":"https://www.academia.edu/Documents/in/Commemoration_and_Memory"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":116754,"name":"Cognitive Ecology","url":"https://www.academia.edu/Documents/in/Cognitive_Ecology"},{"id":596525,"name":"Superposition","url":"https://www.academia.edu/Documents/in/Superposition"},{"id":3288224,"name":"Situated Affectivity","url":"https://www.academia.edu/Documents/in/Situated_Affectivity"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-117766361-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="72152896"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/72152896/Introduction_the_situated_intelligence_of_collaborative_skills"><img alt="Research paper thumbnail of Introduction: the situated intelligence of collaborative skills" class="work-thumbnail" src="https://attachments.academia-assets.com/81196335/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/72152896/Introduction_the_situated_intelligence_of_collaborative_skills">Introduction: the situated intelligence of collaborative skills</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/KathBicknell">Kath Bicknell</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Comments and enthusiastic examples or conversations about collaborative embodied cognition and pe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Comments and enthusiastic examples or conversations about collaborative embodied cognition and performance, and related theoretical insights and implications, very welcome. The topic: thinking with our feet People move together, and do things together, all the time. We play and work and talk and suffer together, finding ease or joy, sharing pleasure or grief. We discover challenge, thrill, and risk. Such joint actions may involve physical, manual, or technical skill, and may rely on tools, technologies and ordinary old objects. Collaborative actions also involve situated intelligence, a dynamic, lively, and social form of cognition. This book is a celebration and exploration of these things: the dizzying variety of remarkable ways that people move and think together, in unique places and settings, at a time and over time.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="396ffa7ed58d0f17136c97d9df60150b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":81196335,"asset_id":72152896,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/81196335/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="72152896"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="72152896"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 72152896; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=72152896]").text(description); $(".js-view-count[data-work-id=72152896]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 72152896; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='72152896']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "396ffa7ed58d0f17136c97d9df60150b" } } $('.js-work-strip[data-work-id=72152896]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":72152896,"title":"Introduction: the situated intelligence of collaborative skills","translated_title":"","metadata":{"doi":"10.1007/s13164021-00528-7.","grobid_abstract":"Comments and enthusiastic examples or conversations about collaborative embodied cognition and performance, and related theoretical insights and implications, very welcome. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-59769776-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="51070304"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/51070304/Scripts_and_information_units_in_future_planning_Interactions_between_a_past_and_a_future_planning_task"><img alt="Research paper thumbnail of Scripts and information units in future planning: Interactions between a past and a future planning task" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Scripts and information units in future planning: Interactions between a past and a future planning task</div><div class="wp-workCard_item"><span>The Quarterly Journal of Experimental Psychology</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Research on future thinking has emphasized how episodic details from memories are combined to cre...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past and future thinking and on how past and future thinking processes interact.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51070304"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51070304"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51070304; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51070304]").text(description); $(".js-view-count[data-work-id=51070304]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51070304; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='51070304']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=51070304]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":51070304,"title":"Scripts and information units in future planning: Interactions between a past and a future planning task","translated_title":"","metadata":{"abstract":"Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past and future thinking and on how past and future thinking processes interact.","publisher":"Informa UK Limited","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"The Quarterly Journal of Experimental Psychology"},"translated_abstract":"Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past and future thinking and on how past and future thinking processes interact.","internal_url":"https://www.academia.edu/51070304/Scripts_and_information_units_in_future_planning_Interactions_between_a_past_and_a_future_planning_task","translated_internal_url":"","created_at":"2021-08-28T17:18:15.780-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Scripts_and_information_units_in_future_planning_Interactions_between_a_past_and_a_future_planning_task","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past and future thinking and on how past and future thinking processes interact.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics"},{"id":15838,"name":"Imagination","url":"https://www.academia.edu/Documents/in/Imagination"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent"},{"id":32361,"name":"Episodic Memory","url":"https://www.academia.edu/Documents/in/Episodic_Memory"},{"id":33732,"name":"Executive Function","url":"https://www.academia.edu/Documents/in/Executive_Function"},{"id":44096,"name":"Knowledge","url":"https://www.academia.edu/Documents/in/Knowledge"},{"id":61534,"name":"Thinking","url":"https://www.academia.edu/Documents/in/Thinking"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult"},{"id":138523,"name":"Quarterly Journal of Experimental Psychology","url":"https://www.academia.edu/Documents/in/Quarterly_Journal_of_Experimental_Psychology"},{"id":413194,"name":"Analysis of Variance","url":"https://www.academia.edu/Documents/in/Analysis_of_Variance"},{"id":2467548,"name":"Neuropsychological Tests","url":"https://www.academia.edu/Documents/in/Neuropsychological_Tests"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-51070304-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="44577660"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44577660/Why_Robots_Cant_Haka_skilled_performance_and_embodied_knowledge_in_the_M%C4%81ori_Haka_Mingon_and_Sutton_"><img alt="Research paper thumbnail of Why Robots Can't Haka: skilled performance and embodied knowledge in the Māori Haka [Mingon & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/65399783/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44577660/Why_Robots_Cant_Haka_skilled_performance_and_embodied_knowledge_in_the_M%C4%81ori_Haka_Mingon_and_Sutton_">Why Robots Can't Haka: skilled performance and embodied knowledge in the Māori Haka [Mingon & Sutton]</a></div><div class="wp-workCard_item"><span>Synthese</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">To investigate the unique kinds of mentality involved in skilled performance, this paper explores...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0eae699992eb655cb105f977263db9ce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65399783,"asset_id":44577660,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65399783/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44577660"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44577660"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44577660; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44577660]").text(description); $(".js-view-count[data-work-id=44577660]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44577660; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44577660']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0eae699992eb655cb105f977263db9ce" } } $('.js-work-strip[data-work-id=44577660]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44577660,"title":"Why Robots Can't Haka: skilled performance and embodied knowledge in the Māori Haka [Mingon \u0026 Sutton]","translated_title":"","metadata":{"abstract":"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. 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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.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Synthese"},"translated_abstract":"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. 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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.","internal_url":"https://www.academia.edu/44577660/Why_Robots_Cant_Haka_skilled_performance_and_embodied_knowledge_in_the_M%C4%81ori_Haka_Mingon_and_Sutton_","translated_internal_url":"","created_at":"2020-11-25T22:50:30.071-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":65399783,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65399783/thumbnails/1.jpg","file_name":"2021_Mingon_Sutton_Haka.pdf","download_url":"https://www.academia.edu/attachments/65399783/download_file","bulk_download_file_name":"Why_Robots_Cant_Haka_skilled_performance.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65399783/2021_Mingon_Sutton_Haka-libre.pdf?1610416720=\u0026response-content-disposition=attachment%3B+filename%3DWhy_Robots_Cant_Haka_skilled_performance.pdf\u0026Expires=1744335943\u0026Signature=XE5jmn8mRNOvqJwTKxZ-HjAKmSNfmWByCU4tri7yD8X8OBWKczAarhhpdUg8m0fFBSECfXk03TaYd~6ffsSijvH2n1lQPQZ333IhB3O7IImQA8dTUBIogunqK3JH58rE3M261Qh8Hpme5-C-g3T11OTA7kjqJFfWMdDCUFoGRLwHRTTtPdrg7P7ThkugYpyO3Vzpknpdw-QGuMQPb3Aql667yF-YBRiS5VaiUqkOUGXIGkju24c-SyiS6x9pvfRQKgAuTX~S0CDXtEudZZNXiYlWwZvyaMu1QIBhX8aEmvoCci4tzDhtrB5l1TVPuAsMJOZzJbpydB-pJcOsx2u7WQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Why_Robots_Cant_Haka_skilled_performance_and_embodied_knowledge_in_the_Māori_Haka_Mingon_and_Sutton_","translated_slug":"","page_count":29,"language":"en","content_type":"Work","summary":"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.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":65399783,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65399783/thumbnails/1.jpg","file_name":"2021_Mingon_Sutton_Haka.pdf","download_url":"https://www.academia.edu/attachments/65399783/download_file","bulk_download_file_name":"Why_Robots_Cant_Haka_skilled_performance.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65399783/2021_Mingon_Sutton_Haka-libre.pdf?1610416720=\u0026response-content-disposition=attachment%3B+filename%3DWhy_Robots_Cant_Haka_skilled_performance.pdf\u0026Expires=1744335943\u0026Signature=XE5jmn8mRNOvqJwTKxZ-HjAKmSNfmWByCU4tri7yD8X8OBWKczAarhhpdUg8m0fFBSECfXk03TaYd~6ffsSijvH2n1lQPQZ333IhB3O7IImQA8dTUBIogunqK3JH58rE3M261Qh8Hpme5-C-g3T11OTA7kjqJFfWMdDCUFoGRLwHRTTtPdrg7P7ThkugYpyO3Vzpknpdw-QGuMQPb3Aql667yF-YBRiS5VaiUqkOUGXIGkju24c-SyiS6x9pvfRQKgAuTX~S0CDXtEudZZNXiYlWwZvyaMu1QIBhX8aEmvoCci4tzDhtrB5l1TVPuAsMJOZzJbpydB-pJcOsx2u7WQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind"},{"id":926,"name":"Indigenous Studies","url":"https://www.academia.edu/Documents/in/Indigenous_Studies"},{"id":3730,"name":"Philosophy of Psychology","url":"https://www.academia.edu/Documents/in/Philosophy_of_Psychology"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition"},{"id":5425,"name":"Embodied Mind and Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Mind_and_Cognition"},{"id":10498,"name":"Extended Mind","url":"https://www.academia.edu/Documents/in/Extended_Mind"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":11483,"name":"Cultural Memory","url":"https://www.academia.edu/Documents/in/Cultural_Memory"},{"id":13950,"name":"Collective Memory","url":"https://www.academia.edu/Documents/in/Collective_Memory"},{"id":15180,"name":"Philosophy of Cognitive Science","url":"https://www.academia.edu/Documents/in/Philosophy_of_Cognitive_Science"},{"id":21498,"name":"Affect/Emotion","url":"https://www.academia.edu/Documents/in/Affect_Emotion"},{"id":31989,"name":"Embodied and Distributed Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Distributed_Cognition"},{"id":47736,"name":"Decolonial Thought","url":"https://www.academia.edu/Documents/in/Decolonial_Thought"},{"id":50926,"name":"Joint Action","url":"https://www.academia.edu/Documents/in/Joint_Action"},{"id":61255,"name":"Indigenous Psychology","url":"https://www.academia.edu/Documents/in/Indigenous_Psychology"},{"id":93958,"name":"Maori history","url":"https://www.academia.edu/Documents/in/Maori_history"},{"id":526857,"name":"Indigenous Psychologies","url":"https://www.academia.edu/Documents/in/Indigenous_Psychologies"},{"id":528278,"name":"Interactional Synchrony","url":"https://www.academia.edu/Documents/in/Interactional_Synchrony"},{"id":821356,"name":"Maori Studies","url":"https://www.academia.edu/Documents/in/Maori_Studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-44577660-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="44670811"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44670811/Between_the_crowd_and_the_band_performance_experience_creative_practice_and_wellbeing_for_professional_touring_musicians_Geeves_Jones_Davidson_and_Sutton_"><img alt="Research paper thumbnail of Between the crowd and the band: performance experience, creative practice, and wellbeing for professional touring musicians [Geeves, Jones, Davidson, & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/65399780/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44670811/Between_the_crowd_and_the_band_performance_experience_creative_practice_and_wellbeing_for_professional_touring_musicians_Geeves_Jones_Davidson_and_Sutton_">Between the crowd and the band: performance experience, creative practice, and wellbeing for professional touring musicians [Geeves, Jones, Davidson, & Sutton]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SamuelJones84">Samuel Jones</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JaneDavidson1">Jane Davidson</a></span></div><div class="wp-workCard_item"><span>International Journal of Wellbeing</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In some musical genres, professional performers play live shows many times a week. Arduous tourin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In some musical genres, professional performers play live shows many times a week. Arduous touring schedules bring encounters with wildly diverse audiences across many different performance ecologies. We investigate the kinds of creativity involved in such repeated live performance, kinds of creativity that are quite unlike songwriting and recording, and examine the central factors that influence musicians’ wellbeing over the course of a tour. The perspective of the professional musician has been underrepresented in research on relations between music and wellbeing, with little attention given to the experience of touring. In this case study, we investigate influences on positive and negative performance experiences for the four professional musicians of Australian pop/rock band Cloud Control. Geeves conducted intensive cognitive ethnographic fieldwork with Cloud Control members over a two-week national Australian tour for their second album, Dream Cave (2013). Adapting a Grounded Theory approach to data analysis, we found the level of wellbeing musicians reported and displayed on tour to be intimately linked to their creative performance experiences through the two emergent, overarching and interdependent themes of Performance Headspace (PH) and Connection with Audience (CA). We explore these themes in detail and provide examples to demonstrate how PH and CA can feed off each other in virtuous ways that positively shape musicians’ wellbeing, or loop in vicious ways that negatively shape musicians’ wellbeing. We argue that their creative practice, in thus re-enacting musical performance afresh in each venue’s distinctive setting, emerges within unique constraints each night, and is in a sense a co-creation of the crowd and the band.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-44670811-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-44670811-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/37288748/table-1-performance-schedule-for-cloud-controls-dream-cave"><img alt="Performance Schedule for Cloud Control’s Dream Cave Australian Tour Table 1 " class="figure-slide-image" src="https://figures.academia-assets.com/65399780/table_001.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-44670811-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="255f68dc9d38d0603a6c446fb002c538" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65399780,"asset_id":44670811,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65399780/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44670811"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44670811"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44670811; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44670811]").text(description); $(".js-view-count[data-work-id=44670811]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44670811; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44670811']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "255f68dc9d38d0603a6c446fb002c538" } } $('.js-work-strip[data-work-id=44670811]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44670811,"title":"Between the crowd and the band: performance experience, creative practice, and wellbeing for professional touring musicians [Geeves, Jones, Davidson, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"In some musical genres, professional performers play live shows many times a week. 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data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/6952283/Remembering_as_Public_Practice_Wittgenstein_memory_and_distributed_cognitive_ecologies"><img alt="Research paper thumbnail of Remembering as Public Practice: Wittgenstein, memory, and distributed cognitive ecologies" class="work-thumbnail" src="https://attachments.academia-assets.com/36885071/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6952283/Remembering_as_Public_Practice_Wittgenstein_memory_and_distributed_cognitive_ecologies">Remembering as Public Practice: Wittgenstein, memory, and distributed cognitive ecologies</a></div><div class="wp-workCard_item"><span>Mind, Language, and Action: proceedings of the 36th Wittgenstein symposium, eds D. Moyal-Sharrock, V.A. Munz, & A. Coliva</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Remembering in everyday life is deeply embedded in complex, circumstance-dependent webs of signif...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Remembering in everyday life is deeply embedded in complex, circumstance-dependent webs of significance and social practice. This paper compares a 'distributed cognitive ecologies' framework for studying remembering as public practice with Wittgenstein’s remarks on remembering, especially as interpreted in a prominent recent tradition of 'radical' Wittgensteinian enactivism. I argue that even in subtle recent reinterpretations of Wittgenstein, the kinds of engagement with science on show are too heavily weighted towards a critical mode. Wittgenstein’s later philosophy offers rich resources for live topics and debates of intense cross-disciplinary interest. But this has been obscured by the dominance of polemic in the field, leading in some quarters to unfortunate indifference to and ignorance of Wittgenstein. I argue for an interpretation of Wittgenstein’s remarks on memory and remembering which supports a strongly integrative, cooperative version of engagement between philosophy and the sciences. Philosophy and the sciences of memory – the social sciences as well as the cognitive sciences – can operate together in complementary projects within common frameworks. I focus on 'radical' forms of Wittgensteinian enactivism because much of what these philosophers say about remembering is interesting and reasonable. Where they go astray is partly in their in their claims about what psychologists and cognitive scientists do and believe, and partly in their choice of criticisms, or their sense of which issues matter most. I argue that the issues about mental representation and content on which these enactivists focus are quite distinct from the issues about individualism which lie at the heart of the major revisionary movements in contemporary cognitive theory in which both enactivism and the distributed cognitive ecologies framework have arisen. After going back to work through the key critical themes of Wittgenstein’s remarks on memory, I then survey the recent history and contemporary landscape of the sciences of memory. Here, in clearing the ground for a direct evaluation of Wittgensteinian enactivism and the distributed cognitive ecologies framework, I set both against truly opposing views in classical cognitivism and reductionist neuroscience, but I complicate the enactivists’ critical assessment of the broader psychology and cognitive science of memory. Both because they focus so exclusively on problems about representation, and because they mischaracterize some of the ‘mainstream’ views under attack, Wittgensteinian enactivists maintain an unnecessarily divisive attitude towards the sciences of memory in general, and as a result tend to overemphasise the revolutionary novelty of their critiques. I argue instead that on many key theoretical points, both Wittgensteinian and enactivist accounts of memory are compatible with large swathes of mainstream work in philosophy and cognitive science. But once we focus more productively on questions about individualism rather than exclusively on problems of content, Wittgensteinian themes can indeed usefully redirect, temper, or illumine certain residual and significant challenges in the interdisciplinary study of memory. As yet, though, as I argue in the concluding section, Wittgensteinian enactivists still set unnecessary limits to constructive theory-development.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d69ba393e34847e706dddfcb719d0f1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36885071,"asset_id":6952283,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36885071/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6952283"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6952283"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6952283; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6952283]").text(description); $(".js-view-count[data-work-id=6952283]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6952283; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6952283']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d69ba393e34847e706dddfcb719d0f1a" } } $('.js-work-strip[data-work-id=6952283]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6952283,"title":"Remembering as Public Practice: Wittgenstein, memory, and distributed cognitive ecologies","translated_title":"","metadata":{"abstract":"Remembering in everyday life is deeply embedded in complex, circumstance-dependent webs of significance and social practice. This paper compares a 'distributed cognitive ecologies' framework for studying remembering as public practice with Wittgenstein’s remarks on remembering, especially as interpreted in a prominent recent tradition of 'radical' Wittgensteinian enactivism. I argue that even in subtle recent reinterpretations of Wittgenstein, the kinds of engagement with science on show are too heavily weighted towards a critical mode. Wittgenstein’s later philosophy offers rich resources for live topics and debates of intense cross-disciplinary interest. But this has been obscured by the dominance of polemic in the field, leading in some quarters to unfortunate indifference to and ignorance of Wittgenstein. I argue for an interpretation of Wittgenstein’s remarks on memory and remembering which supports a strongly integrative, cooperative version of engagement between philosophy and the sciences. Philosophy and the sciences of memory – the social sciences as well as the cognitive sciences – can operate together in complementary projects within common frameworks. I focus on 'radical' forms of Wittgensteinian enactivism because much of what these philosophers say about remembering is interesting and reasonable. Where they go astray is partly in their in their claims about what psychologists and cognitive scientists do and believe, and partly in their choice of criticisms, or their sense of which issues matter most. I argue that the issues about mental representation and content on which these enactivists focus are quite distinct from the issues about individualism which lie at the heart of the major revisionary movements in contemporary cognitive theory in which both enactivism and the distributed cognitive ecologies framework have arisen. After going back to work through the key critical themes of Wittgenstein’s remarks on memory, I then survey the recent history and contemporary landscape of the sciences of memory. Here, in clearing the ground for a direct evaluation of Wittgensteinian enactivism and the distributed cognitive ecologies framework, I set both against truly opposing views in classical cognitivism and reductionist neuroscience, but I complicate the enactivists’ critical assessment of the broader psychology and cognitive science of memory. Both because they focus so exclusively on problems about representation, and because they mischaracterize some of the ‘mainstream’ views under attack, Wittgensteinian enactivists maintain an unnecessarily divisive attitude towards the sciences of memory in general, and as a result tend to overemphasise the revolutionary novelty of their critiques. I argue instead that on many key theoretical points, both Wittgensteinian and enactivist accounts of memory are compatible with large swathes of mainstream work in philosophy and cognitive science. But once we focus more productively on questions about individualism rather than exclusively on problems of content, Wittgensteinian themes can indeed usefully redirect, temper, or illumine certain residual and significant challenges in the interdisciplinary study of memory. As yet, though, as I argue in the concluding section, Wittgensteinian enactivists still set unnecessary limits to constructive theory-development.","more_info":"revised final version, June 2014","ai_title_tag":"Wittgenstein and Memory: Rethinking Distributed Cognitive Ecologies","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Mind, Language, and Action: proceedings of the 36th Wittgenstein symposium, eds D. Moyal-Sharrock, V.A. Munz, \u0026 A. Coliva"},"translated_abstract":"Remembering in everyday life is deeply embedded in complex, circumstance-dependent webs of significance and social practice. This paper compares a 'distributed cognitive ecologies' framework for studying remembering as public practice with Wittgenstein’s remarks on remembering, especially as interpreted in a prominent recent tradition of 'radical' Wittgensteinian enactivism. I argue that even in subtle recent reinterpretations of Wittgenstein, the kinds of engagement with science on show are too heavily weighted towards a critical mode. Wittgenstein’s later philosophy offers rich resources for live topics and debates of intense cross-disciplinary interest. But this has been obscured by the dominance of polemic in the field, leading in some quarters to unfortunate indifference to and ignorance of Wittgenstein. I argue for an interpretation of Wittgenstein’s remarks on memory and remembering which supports a strongly integrative, cooperative version of engagement between philosophy and the sciences. Philosophy and the sciences of memory – the social sciences as well as the cognitive sciences – can operate together in complementary projects within common frameworks. I focus on 'radical' forms of Wittgensteinian enactivism because much of what these philosophers say about remembering is interesting and reasonable. Where they go astray is partly in their in their claims about what psychologists and cognitive scientists do and believe, and partly in their choice of criticisms, or their sense of which issues matter most. I argue that the issues about mental representation and content on which these enactivists focus are quite distinct from the issues about individualism which lie at the heart of the major revisionary movements in contemporary cognitive theory in which both enactivism and the distributed cognitive ecologies framework have arisen. After going back to work through the key critical themes of Wittgenstein’s remarks on memory, I then survey the recent history and contemporary landscape of the sciences of memory. Here, in clearing the ground for a direct evaluation of Wittgensteinian enactivism and the distributed cognitive ecologies framework, I set both against truly opposing views in classical cognitivism and reductionist neuroscience, but I complicate the enactivists’ critical assessment of the broader psychology and cognitive science of memory. Both because they focus so exclusively on problems about representation, and because they mischaracterize some of the ‘mainstream’ views under attack, Wittgensteinian enactivists maintain an unnecessarily divisive attitude towards the sciences of memory in general, and as a result tend to overemphasise the revolutionary novelty of their critiques. I argue instead that on many key theoretical points, both Wittgensteinian and enactivist accounts of memory are compatible with large swathes of mainstream work in philosophy and cognitive science. But once we focus more productively on questions about individualism rather than exclusively on problems of content, Wittgensteinian themes can indeed usefully redirect, temper, or illumine certain residual and significant challenges in the interdisciplinary study of memory. As yet, though, as I argue in the concluding section, Wittgensteinian enactivists still set unnecessary limits to constructive theory-development.","internal_url":"https://www.academia.edu/6952283/Remembering_as_Public_Practice_Wittgenstein_memory_and_distributed_cognitive_ecologies","translated_internal_url":"","created_at":"2014-05-03T17:45:19.171-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":36885071,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/36885071/thumbnails/1.jpg","file_name":"2015_Sutton_Wittgenstein.pdf","download_url":"https://www.academia.edu/attachments/36885071/download_file","bulk_download_file_name":"Remembering_as_Public_Practice_Wittgenst.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/36885071/2015_Sutton_Wittgenstein-libre.pdf?1425688129=\u0026response-content-disposition=attachment%3B+filename%3DRemembering_as_Public_Practice_Wittgenst.pdf\u0026Expires=1744238893\u0026Signature=JgZ76WuyJw62sCZm2oQ6d08lW9e0l97hEkgOCsoL3qHiffm-1o0PRmTjA4~tUDaGTNq6C1uMh0xgXN5tfXlzGi6luotvjfw2MR4IlklPeDwxZE9JFk707jKFEkc6el9CXtoSKCAM9jkSk5IILd8uBCOTw1VJ2zy7ogiB1PHBHgQY4SGrBR3Ohkal-LkgJ0rL0~PV~2grpVUQbakkKbLzj67ALni6SqsEJtXRP7zosWoYvfp~vpxLyyvNr4CahhsWWaPd24vfLfaacZQL1T-8g5NP7Z3bU0XtcT8v~~1Z8s7tHJusiG01vQ69rsKDsE9TTpopcTbOsoKpi1vMzGmpaw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Remembering_as_Public_Practice_Wittgenstein_memory_and_distributed_cognitive_ecologies","translated_slug":"","page_count":36,"language":"en","content_type":"Work","summary":"Remembering in everyday life is deeply embedded in complex, circumstance-dependent webs of significance and social practice. 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Philosophy and the sciences of memory – the social sciences as well as the cognitive sciences – can operate together in complementary projects within common frameworks. I focus on 'radical' forms of Wittgensteinian enactivism because much of what these philosophers say about remembering is interesting and reasonable. Where they go astray is partly in their in their claims about what psychologists and cognitive scientists do and believe, and partly in their choice of criticisms, or their sense of which issues matter most. I argue that the issues about mental representation and content on which these enactivists focus are quite distinct from the issues about individualism which lie at the heart of the major revisionary movements in contemporary cognitive theory in which both enactivism and the distributed cognitive ecologies framework have arisen. After going back to work through the key critical themes of Wittgenstein’s remarks on memory, I then survey the recent history and contemporary landscape of the sciences of memory. Here, in clearing the ground for a direct evaluation of Wittgensteinian enactivism and the distributed cognitive ecologies framework, I set both against truly opposing views in classical cognitivism and reductionist neuroscience, but I complicate the enactivists’ critical assessment of the broader psychology and cognitive science of memory. Both because they focus so exclusively on problems about representation, and because they mischaracterize some of the ‘mainstream’ views under attack, Wittgensteinian enactivists maintain an unnecessarily divisive attitude towards the sciences of memory in general, and as a result tend to overemphasise the revolutionary novelty of their critiques. 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One is a bewilderin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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. <br /> <br />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. <br /> <br />CONTENTS (Download at <a href="http://www.johnsutton.net/PhilosophyandMemoryTraces.htm" rel="nofollow">http://www.johnsutton.net/PhilosophyandMemoryTraces.htm</a>) <br />1 Introduction: traces, brains, and history <br />                  Appendix: memory and connectionism <br /> <br />Part I Animal spirits and memory traces <br />Introduction to Part I: Animal Spirits and Memory Traces <br />2 Wriggle-work: the quick and nimble animal spirits <br />3 Memory and 'the Cartesian philosophy of the brain' <br />                  Appendix 1: nerves, spirits, and traces in Descartes <br />                  Appendix 2: Malebranche on memory <br /> <br />Part II Inner discipline <br />Introduction to Part II: Inner Discipline <br />4 Spirit sciences, memory motions <br />5 Cognition, chaos, and control in English responses to Descartes' theory of memory <br />6 Local and distributed representations <br />7 John Locke and the neurophilosophy of self <br />                  Appendix: memory and self in Essay II.27 <br />8 The puzzle of survival <br />9 Spirits, body, and self <br />10 The puzzle of elimination <br /> <br />Part III 'The phantasmal chaos of association' <br />Introduction to Part III: 'The phantasmal chaos of association' <br />11 Fodor, connectionism, and cognitive discipline <br />12 Associationism and neo-associationism <br />13 Hartley's distributed model of memory <br />14 Attacks on neurophilosophy: Reid and Coleridge <br /> <br />Part IV Connectionism and the philosophy of memory <br />Introduction to Part IV: connectionism and the philosophy of memory <br />15 Representations, realism, and history <br />16 Attacks on traces <br />17 Order, confusion, remembering <br /> <br />References <br />Index</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="008d4b03e4b64ee3983cb611bb286e31" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32841711,"asset_id":3087696,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32841711/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3087696"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3087696"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3087696; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3087696]").text(description); $(".js-view-count[data-work-id=3087696]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3087696; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3087696']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "008d4b03e4b64ee3983cb611bb286e31" } } $('.js-work-strip[data-work-id=3087696]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3087696,"title":"Philosophy and Memory Traces: Descartes to connectionism","translated_title":"","metadata":{"abstract":"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.\r\n\r\nThe 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.\r\n\r\nCONTENTS (Download at http://www.johnsutton.net/PhilosophyandMemoryTraces.htm)\r\n1 Introduction: traces, brains, and history\r\n Appendix: memory and connectionism\r\n\r\nPart I Animal spirits and memory traces\r\nIntroduction to Part I: Animal Spirits and Memory Traces\r\n2 Wriggle-work: the quick and nimble animal spirits\r\n3 Memory and 'the Cartesian philosophy of the brain'\r\n Appendix 1: nerves, spirits, and traces in Descartes\r\n Appendix 2: Malebranche on memory\r\n\r\nPart II Inner discipline\r\nIntroduction to Part II: Inner Discipline\r\n4 Spirit sciences, memory motions\r\n5 Cognition, chaos, and control in English responses to Descartes' theory of memory\r\n6 Local and distributed representations\r\n7 John Locke and the neurophilosophy of self\r\n Appendix: memory and self in Essay II.27\r\n8 The puzzle of survival\r\n9 Spirits, body, and self\r\n10 The puzzle of elimination\r\n\r\nPart III 'The phantasmal chaos of association'\r\nIntroduction to Part III: 'The phantasmal chaos of association'\r\n11 Fodor, connectionism, and cognitive discipline\r\n12 Associationism and neo-associationism\r\n13 Hartley's distributed model of memory\r\n14 Attacks on neurophilosophy: Reid and Coleridge\r\n\r\nPart IV Connectionism and the philosophy of memory\r\nIntroduction to Part IV: connectionism and the philosophy of memory\r\n15 Representations, realism, and history\r\n16 Attacks on traces\r\n17 Order, confusion, remembering\r\n\r\nReferences\r\nIndex","more_info":"Paperback edition published 2007. Chapters available separately at http://www.johnsutton.net/PhilosophyandMemoryTraces.htm","publisher":"Cambridge University Press","publication_date":{"day":null,"month":null,"year":1998,"errors":{}}},"translated_abstract":"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.\r\n\r\nThe 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.\r\n\r\nCONTENTS (Download at http://www.johnsutton.net/PhilosophyandMemoryTraces.htm)\r\n1 Introduction: traces, brains, and history\r\n Appendix: memory and connectionism\r\n\r\nPart I Animal spirits and memory traces\r\nIntroduction to Part I: Animal Spirits and Memory Traces\r\n2 Wriggle-work: the quick and nimble animal spirits\r\n3 Memory and 'the Cartesian philosophy of the brain'\r\n Appendix 1: nerves, spirits, and traces in Descartes\r\n Appendix 2: Malebranche on memory\r\n\r\nPart II Inner discipline\r\nIntroduction to Part II: Inner Discipline\r\n4 Spirit sciences, memory motions\r\n5 Cognition, chaos, and control in English responses to Descartes' theory of memory\r\n6 Local and distributed representations\r\n7 John Locke and the neurophilosophy of self\r\n Appendix: memory and self in Essay II.27\r\n8 The puzzle of survival\r\n9 Spirits, body, and self\r\n10 The puzzle of elimination\r\n\r\nPart III 'The phantasmal chaos of association'\r\nIntroduction to Part III: 'The phantasmal chaos of association'\r\n11 Fodor, connectionism, and cognitive discipline\r\n12 Associationism and neo-associationism\r\n13 Hartley's distributed model of memory\r\n14 Attacks on neurophilosophy: Reid and Coleridge\r\n\r\nPart IV Connectionism and the philosophy of memory\r\nIntroduction to Part IV: connectionism and the philosophy of memory\r\n15 Representations, realism, and history\r\n16 Attacks on traces\r\n17 Order, confusion, remembering\r\n\r\nReferences\r\nIndex","internal_url":"https://www.academia.edu/3087696/Philosophy_and_Memory_Traces_Descartes_to_connectionism","translated_internal_url":"","created_at":"2013-03-23T05:12:29.818-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":32841711,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32841711/thumbnails/1.jpg","file_name":"1998_Sutton_PhilosophyAndMemoryTraces.pdf","download_url":"https://www.academia.edu/attachments/32841711/download_file","bulk_download_file_name":"Philosophy_and_Memory_Traces_Descartes_t.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32841711/1998_Sutton_PhilosophyAndMemoryTraces.pdf?1738106689=\u0026response-content-disposition=attachment%3B+filename%3DPhilosophy_and_Memory_Traces_Descartes_t.pdf\u0026Expires=1744335943\u0026Signature=IhQoaWaB5xFRyYuSAuH8XtnN~l9zOS1B6FWhG383hqAMK6iNpyF7vUpZL9GSEkRRD3xiVqsquoWFvHDK9zjD5DI7gkIOs~SsmrkbCojAFgaFwXCoT9by3tdIQZTEJ1s9aIYqZqKh3B7nN7nIh6c1B9kWjJ47fvHalXG38zDUy1MTYhVf5si3WLtWHtfks4wCtuoaIkbPE54QzGqopVcUDtW1~19CzRufSxwnjOnatXjnd5pToewyAbiMjrOkXVBPoYYc045O2QBR87-ZtXw9RhDQDMBpExzEqv10tvV5HK8G~sUBLNUH2gBgYoxBhqoFXd6CIm~UOOvw9Q2QuoAx6w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Philosophy_and_Memory_Traces_Descartes_to_connectionism","translated_slug":"","page_count":377,"language":"en","content_type":"Work","summary":"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.\r\n\r\nThe 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.\r\n\r\nCONTENTS (Download at http://www.johnsutton.net/PhilosophyandMemoryTraces.htm)\r\n1 Introduction: traces, brains, and history\r\n Appendix: memory and connectionism\r\n\r\nPart I Animal spirits and memory traces\r\nIntroduction to Part I: Animal Spirits and Memory Traces\r\n2 Wriggle-work: the quick and nimble animal spirits\r\n3 Memory and 'the Cartesian philosophy of the brain'\r\n Appendix 1: nerves, spirits, and traces in Descartes\r\n Appendix 2: Malebranche on memory\r\n\r\nPart II Inner discipline\r\nIntroduction to Part II: Inner Discipline\r\n4 Spirit sciences, memory motions\r\n5 Cognition, chaos, and control in English responses to Descartes' theory of memory\r\n6 Local and distributed representations\r\n7 John Locke and the neurophilosophy of self\r\n Appendix: memory and self in Essay II.27\r\n8 The puzzle of survival\r\n9 Spirits, body, and self\r\n10 The puzzle of elimination\r\n\r\nPart III 'The phantasmal chaos of association'\r\nIntroduction to Part III: 'The phantasmal chaos of association'\r\n11 Fodor, connectionism, and cognitive discipline\r\n12 Associationism and neo-associationism\r\n13 Hartley's distributed model of memory\r\n14 Attacks on neurophilosophy: Reid and Coleridge\r\n\r\nPart IV Connectionism and the philosophy of memory\r\nIntroduction to Part IV: connectionism and the philosophy of memory\r\n15 Representations, realism, and history\r\n16 Attacks on traces\r\n17 Order, confusion, remembering\r\n\r\nReferences\r\nIndex","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John 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class="work-thumbnail" src="https://attachments.academia-assets.com/63167319/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916986/Shared_remembering_and_distributed_affect_varieties_of_psychological_interdependence">Shared remembering and distributed affect: varieties of psychological interdependence</a></div><div class="wp-workCard_item"><span>New Directions in the Philosophy of Memory</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> One signiﬁcant feature of human life is our psychological interdependence. To greater or lesser ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">One signiﬁcant feature of human life is our psychological interdependence. To greater or lesser extents, and across diverse cultural contexts, our cognitive and affective states are related to those of others around us. We act alongside and share experiences with partners, family members, friends, workmates, and other people with whom we are connected in our daily lives. And as a result, what each of us feels and remembers, what matters to each of us about the present and the past, and the way we imagine and plan for the future, can be inﬂuenced by what those others feel, remember, and care about. This chapter integrates four recent trends in philosophy of memory and philosophy of cognitive science, all addressing such phenomena of psychological interdependence. Because memory is often in use when it is not explicitly in question, theorists whose primary attention is on another domain may not see just how heavily it is implicated. A range of interacting forms of remembering are involved in the phenomena of ‘distributed affectivity’ (Slaby, 2016) . I make this case in Section 2 by picking out four relevant features of distributed affectivity. These are features of interest in their own right that collectively conﬁrm the close links in these contexts between emotion and memory. I then home in, in Section 3, on a speciﬁc question about what exactly is shared in shared remembering, in such socially distributed systems: again considering emotion and memory together, I argue that complementary relations between different people are often more signiﬁcant than convergence or synchrony across interacting individuals.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd6deaebc7264d4aff080441b1204bfe" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63167319,"asset_id":42916986,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63167319/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916986"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916986"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916986; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916986]").text(description); $(".js-view-count[data-work-id=42916986]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916986; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916986']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd6deaebc7264d4aff080441b1204bfe" } } $('.js-work-strip[data-work-id=42916986]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916986,"title":"Shared remembering and distributed affect: varieties of psychological interdependence","translated_title":"","metadata":{"abstract":" One signiﬁcant feature of human life is our psychological interdependence. To greater or lesser extents, and across diverse cultural contexts, our cognitive and affective states are related to those of others around us. We act alongside and share experiences with partners, family members, friends, workmates, and other people with whom we are connected in our daily lives. And as a result, what each of us feels and remembers, what matters to each of us about the present and the past, and the way we imagine and plan for the future, can be inﬂuenced by what those others feel, remember, and care about. This chapter integrates four recent trends in philosophy of memory and philosophy of cognitive science, all addressing such phenomena of psychological interdependence. Because memory is often in use when it is not explicitly in question, theorists whose primary attention is on another domain may not see just how heavily it is implicated. A range of interacting forms of remembering are involved in the phenomena of ‘distributed affectivity’ (Slaby, 2016) . I make this case in Section 2 by picking out four relevant features of distributed affectivity. These are features of interest in their own right that collectively conﬁrm the close links in these contexts between emotion and memory. I then home in, in Section 3, on a speciﬁc question about what exactly is shared in shared remembering, in such socially distributed systems: again considering emotion and memory together, I argue that complementary relations between different people are often more signiﬁcant than convergence or synchrony across interacting individuals. ","more_info":"John Sutton. Shared remembering and distributed affect: varieties of psychological inter- \tdependence. 2018. In Kourken Michaelian, Dorothea Debus, and Denis Perrin (eds), New Directions in the Philosophy of Memory (pp. 181-199). London: Routledge. 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Because memory is often in use when it is not explicitly in question, theorists whose primary attention is on another domain may not see just how heavily it is implicated. A range of interacting forms of remembering are involved in the phenomena of ‘distributed affectivity’ (Slaby, 2016) . I make this case in Section 2 by picking out four relevant features of distributed affectivity. These are features of interest in their own right that collectively conﬁrm the close links in these contexts between emotion and memory. I then home in, in Section 3, on a speciﬁc question about what exactly is shared in shared remembering, in such socially distributed systems: again considering emotion and memory together, I argue that complementary relations between different people are often more signiﬁcant than convergence or synchrony across interacting individuals. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-42916986-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="42916861"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42916861/Personal_memory_the_scaffolded_mind_and_cognitive_change_in_the_Neolithic"><img alt="Research paper thumbnail of Personal memory, the scaffolded mind, and cognitive change in the Neolithic" class="work-thumbnail" src="https://attachments.academia-assets.com/63167134/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916861/Personal_memory_the_scaffolded_mind_and_cognitive_change_in_the_Neolithic">Personal memory, the scaffolded mind, and cognitive change in the Neolithic</a></div><div class="wp-workCard_item"><span>Consciousness, Creativity and Self at the Dawn of Settled Life: the test case of Çatalhöyük </span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">‘The Çatalhöyük evidence as a whole’, write Hodder and Pels, ‘gives many indications that, indeed...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">‘The Çatalhöyük evidence as a whole’, write Hodder and Pels, ‘gives many indications that, indeed, people began to link themselves to specific pasts, by burying pots, tools, humans and hunting trophies in ways that indicate particular memories rather than a generic reference to a group’. Such striking claims about Neolithic cognitive change seem to chime neatly with the other ambitious hypotheses explored in this volume, intended to link measurable changes in the archaeological record to historical changes in consciousness, creativity, and self. In this essay I return to memory as a test case for evaluating claims about cognitive change in the Neolithic, trying to flesh out and generalise Hodder’s suggestive remarks about memory at Çatalhöyük by setting them in the context of a broad theoretical approach to personal memory which might both make sense of and in turn be buttressed and developed by the archaeological case study. I proceed by first explaining and defending the possibility of historical changes in autobiographical memory, anchoring this exercise in speculative cognitive archaeology and cognitive history in the picture of the ‘scaffolded mind’ suggested by the ‘distributed cognition’ framework. In section 3, I discuss features of autobiographical memory and its components which are highlighted in various domains of recent science and theory, and which taken together reveal personal remembering as a rich and complex set of learned and enculturated skills. Section 4 lays out the background conditions for the putative historical changes, in or before the Neolithic, before I go on in section 5 to sketch a picture of the nature, causes, and implications of the hypothesised changes in memory capacities and practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e90263ccdcde2b1706602ca89e0b45b1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63167134,"asset_id":42916861,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63167134/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916861"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916861"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916861; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916861]").text(description); $(".js-view-count[data-work-id=42916861]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916861; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916861']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e90263ccdcde2b1706602ca89e0b45b1" } } $('.js-work-strip[data-work-id=42916861]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916861,"title":"Personal memory, the scaffolded mind, and cognitive change in the Neolithic","translated_title":"","metadata":{"abstract":"‘The Çatalhöyük evidence as a whole’, write Hodder and Pels, ‘gives many indications that, indeed, people began to link themselves to specific pasts, by burying pots, tools, humans and hunting trophies in ways that indicate particular memories rather than a generic reference to a group’. Such striking claims about Neolithic cognitive change seem to chime neatly with the other ambitious hypotheses explored in this volume, intended to link measurable changes in the archaeological record to historical changes in consciousness, creativity, and self. In this essay I return to memory as a test case for evaluating claims about cognitive change in the Neolithic, trying to flesh out and generalise Hodder’s suggestive remarks about memory at Çatalhöyük by setting them in the context of a broad theoretical approach to personal memory which might both make sense of and in turn be buttressed and developed by the archaeological case study. I proceed by first explaining and defending the possibility of historical changes in autobiographical memory, anchoring this exercise in speculative cognitive archaeology and cognitive history in the picture of the ‘scaffolded mind’ suggested by the ‘distributed cognition’ framework. In section 3, I discuss features of autobiographical memory and its components which are highlighted in various domains of recent science and theory, and which taken together reveal personal remembering as a rich and complex set of learned and enculturated skills. Section 4 lays out the background conditions for the putative historical changes, in or before the Neolithic, before I go on in section 5 to sketch a picture of the nature, causes, and implications of the hypothesised changes in memory capacities and practices.","more_info":"John Sutton. 2020. Personal memory, the scaffolded mind, and cognitive change in the Neolithic. In Ian Hodder (ed), Consciousness, Creativity and Self at the Dawn of Settled Life: the test case of Çatalhöyük (pp. 209-229). Cambridge: Cambridge University Press. ","ai_title_tag":"Cognitive Change and Memory in Neolithic Çatalhöyük","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Consciousness, Creativity and Self at the Dawn of Settled Life: the test case of Çatalhöyük "},"translated_abstract":"‘The Çatalhöyük evidence as a whole’, write Hodder and Pels, ‘gives many indications that, indeed, people began to link themselves to specific pasts, by burying pots, tools, humans and hunting trophies in ways that indicate particular memories rather than a generic reference to a group’. Such striking claims about Neolithic cognitive change seem to chime neatly with the other ambitious hypotheses explored in this volume, intended to link measurable changes in the archaeological record to historical changes in consciousness, creativity, and self. In this essay I return to memory as a test case for evaluating claims about cognitive change in the Neolithic, trying to flesh out and generalise Hodder’s suggestive remarks about memory at Çatalhöyük by setting them in the context of a broad theoretical approach to personal memory which might both make sense of and in turn be buttressed and developed by the archaeological case study. I proceed by first explaining and defending the possibility of historical changes in autobiographical memory, anchoring this exercise in speculative cognitive archaeology and cognitive history in the picture of the ‘scaffolded mind’ suggested by the ‘distributed cognition’ framework. In section 3, I discuss features of autobiographical memory and its components which are highlighted in various domains of recent science and theory, and which taken together reveal personal remembering as a rich and complex set of learned and enculturated skills. Section 4 lays out the background conditions for the putative historical changes, in or before the Neolithic, before I go on in section 5 to sketch a picture of the nature, causes, and implications of the hypothesised changes in memory capacities and practices.","internal_url":"https://www.academia.edu/42916861/Personal_memory_the_scaffolded_mind_and_cognitive_change_in_the_Neolithic","translated_internal_url":"","created_at":"2020-05-01T19:28:09.767-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":63167134,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/63167134/thumbnails/1.jpg","file_name":"Sutton-Catalhoyuk-proofs-201920200501-80887-1dw8nmx.pdf","download_url":"https://www.academia.edu/attachments/63167134/download_file","bulk_download_file_name":"Personal_memory_the_scaffolded_mind_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/63167134/Sutton-Catalhoyuk-proofs-201920200501-80887-1dw8nmx-libre.pdf?1588393792=\u0026response-content-disposition=attachment%3B+filename%3DPersonal_memory_the_scaffolded_mind_and.pdf\u0026Expires=1744238893\u0026Signature=gHJhVu2j04~uDUvxx9-eYVAQU4bW7Ti1uHrBwfIltvkgx-1oRthyKCigKbaX11~B-0VYmlIhweLZE-uFdZfitTeVgQVW6HBfHsuMGXgP00THFgQIc8qi8DbriViR3UlsYMPQ2hwmkICAhIat42S~eyJAEox3LaguYOHjy23CibWmumpvU4iPsFsA4pYejiEouaA2lan7y48dX4nn3N91lbVsqRvIyYJZmrBmTkqTOzXtXXRXtXCjnHEVavE0CXcCVODBXG2XmjFt-cxepf1qd7KRe0cfM~DNDwFELvgF684~LXbn8UrsRm-miQL7lr6ZaaIchZP9M9toZwWcov4fPQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Personal_memory_the_scaffolded_mind_and_cognitive_change_in_the_Neolithic","translated_slug":"","page_count":21,"language":"en","content_type":"Work","summary":"‘The Çatalhöyük evidence as a whole’, write Hodder and Pels, ‘gives many indications that, indeed, people began to link themselves to specific pasts, by burying pots, tools, humans and hunting trophies in ways that indicate particular memories rather than a generic reference to a group’. Such striking claims about Neolithic cognitive change seem to chime neatly with the other ambitious hypotheses explored in this volume, intended to link measurable changes in the archaeological record to historical changes in consciousness, creativity, and self. In this essay I return to memory as a test case for evaluating claims about cognitive change in the Neolithic, trying to flesh out and generalise Hodder’s suggestive remarks about memory at Çatalhöyük by setting them in the context of a broad theoretical approach to personal memory which might both make sense of and in turn be buttressed and developed by the archaeological case study. I proceed by first explaining and defending the possibility of historical changes in autobiographical memory, anchoring this exercise in speculative cognitive archaeology and cognitive history in the picture of the ‘scaffolded mind’ suggested by the ‘distributed cognition’ framework. In section 3, I discuss features of autobiographical memory and its components which are highlighted in various domains of recent science and theory, and which taken together reveal personal remembering as a rich and complex set of learned and enculturated skills. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-42916861-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5016262"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5016262/_The_Creation_of_Space_narrative_strategies_group_agency_and_skill_in_Lloyd_Jones_The_Book_of_Fame_Sutton_and_Tribble_"><img alt="Research paper thumbnail of "The Creation of Space": narrative strategies, group agency, and skill in Lloyd Jones' *The Book of Fame* [Sutton & Tribble]" class="work-thumbnail" src="https://attachments.academia-assets.com/32251895/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5016262/_The_Creation_of_Space_narrative_strategies_group_agency_and_skill_in_Lloyd_Jones_The_Book_of_Fame_Sutton_and_Tribble_">"The Creation of Space": narrative strategies, group agency, and skill in Lloyd Jones' *The Book of Fame* [Sutton & Tribble]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://otago.academia.edu/EvelynTribble">Evelyn Tribble</a></span></div><div class="wp-workCard_item"><span>Mindful Aesthetics: literature and the science of mind, eds C. Danta & H. Groth</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Lloyd Jones’s *The Book of Fame*, a novel about the stunningly successful 1905 British tour of th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Lloyd Jones’s *The Book of Fame*, a novel about the stunningly successful 1905 British tour of the New Zealand rugby team, represents both skilled group action and the difficulty of capturing it in words. The novel’s form is as fluid and deceptive, as adaptable and integrated, as the sweetly shaped play of the team that became known during this tour for the first time as the All Blacks. It treats sport on its own terms as a rich world, a set of bodily skills, and an honest profession in itself. A reading of *The Book of Fame* can contribute to the interdisciplinary study of literature and cognition, exemplifying two-way ‘exchange values’. On the one hand, we gain insights into the nature of skilful group agency, of distinct forms and at distinct timescales, by focussing on the precise forms taken by the All Blacks’ creation of space. Here, we treat The Book of Fame as a brilliant evocation of features of collective thought, movement, and emotion that both everyday and scientific inquiry can easily miss. On the other hand, we also read back into the novel a subtle, fascinated interrogation of the mechanisms by which small groups form, evolve, and act. In this more ambitious mode of analysis, we use independently motivated theoretical concerns to help us see real features of the literary work that might otherwise remain invisible. We focus on the relationship between skilful performance and collective action. These topics fall outside the ambit of much current work by literary theorists using cognitive research, who tend to focus on theory of mind and modularity, metaphor and blending, emotion and empathy, consciousness and concepts, representation and so on. But skilled performance and collective action comprise surprisingly lively research fields across the sciences, from neuropsychology to philosophy of mind and cognitive anthropology. These areas of inquiry may provide even more productive avenues for future work in the interfield of literary and cultural theory and the cognitive sciences.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-5016262-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-5016262-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2832738/table-1-the-creation-of-space-narrative-strategies-group"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32251895/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2832746/table-2-the-creation-of-space-narrative-strategies-group"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32251895/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2832754/table-3-the-creation-of-space-narrative-strategies-group"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32251895/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2832759/table-4-the-creation-of-space-narrative-strategies-group"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32251895/table_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2832766/table-5-the-creation-of-space-narrative-strategies-group"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32251895/table_005.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-5016262-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a1f5a50ff37776ac44720fcb8e532136" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32251895,"asset_id":5016262,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32251895/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5016262"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5016262"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5016262; 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src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Creative Editing: Svilova and Vertov's Distributed Cognition</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/KarenPearlman">Karen Pearlman</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a></span></div><div class="wp-workCard_item"><span>Apparatus</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The film editor Elizaveta Svilova (1900-1975), wife, and lifelong collaborator of the filmmaker D...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The film editor Elizaveta Svilova (1900-1975), wife, and lifelong collaborator of the filmmaker Dziga Vertov (1896-1954), lingers to the side of scholarship on her famous husband’s films, hidden behind the historical neglect of both of women and of editors. This article addresses the silence surrounding Svilova by applying research in film history, cognitive philosophy, and creative practice to her montage filmmaking collaboration with Vertov. We aim to recuperate Svilova’s position as creative contributor to what are known as Vertov’s works of genius by showing that editing processes are the expert work of a distributed cognitive system. Using the distributed cognitive framework, which understands the work of mind to be the integrated work of brains, bodies and the world (Clark and Chalmers 1998), we analyse a particular instance of Svilova at work.  This framework for analysis reveals her editing as an embodied form of expertise. The intended outcome of this approach is to ground a fresh model of creativity in film in empirical evidence that is uniquely available in the works and documents of the Svilova-Vertov collaboration. We propose that understanding editing as an instance of distributed cognition provides insight into editing expertise and its creative contribution to films. We conclude that this understanding of editing as the work of distributed cognitive systems may have profound implications for the re-evaluation of the work of otherwise invisible women and editors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37220538"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37220538"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37220538; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37220538]").text(description); $(".js-view-count[data-work-id=37220538]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37220538; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37220538']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=37220538]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37220538,"title":"Creative Editing: Svilova and Vertov's Distributed Cognition","translated_title":"","metadata":{"doi":"10.17892/app.006.122","issue":"6","abstract":"The film editor Elizaveta Svilova (1900-1975), wife, and lifelong collaborator of the filmmaker Dziga Vertov (1896-1954), lingers to the side of scholarship on her famous husband’s films, hidden behind the historical neglect of both of women and of editors. This article addresses the silence surrounding Svilova by applying research in film history, cognitive philosophy, and creative practice to her montage filmmaking collaboration with Vertov. We aim to recuperate Svilova’s position as creative contributor to what are known as Vertov’s works of genius by showing that editing processes are the expert work of a distributed cognitive system. Using the distributed cognitive framework, which understands the work of mind to be the integrated work of brains, bodies and the world (Clark and Chalmers 1998), we analyse a particular instance of Svilova at work. This framework for analysis reveals her editing as an embodied form of expertise. The intended outcome of this approach is to ground a fresh model of creativity in film in empirical evidence that is uniquely available in the works and documents of the Svilova-Vertov collaboration. 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We conclude that this understanding of editing as the work of distributed cognitive systems may have profound implications for the re-evaluation of the work of otherwise invisible women and editors.","internal_url":"https://www.academia.edu/37220538/Creative_Editing_Svilova_and_Vertovs_Distributed_Cognition","translated_internal_url":"","created_at":"2018-08-11T21:18:07.064-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":103900,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":31791660,"work_id":37220538,"tagging_user_id":103900,"tagged_user_id":1157743,"co_author_invite_id":null,"email":"j***y@yale.edu","affiliation":"Yale University","display_order":0,"name":"John MacKay","title":"Creative Editing: Svilova and Vertov's Distributed Cognition"},{"id":31791661,"work_id":37220538,"tagging_user_id":103900,"tagged_user_id":176044,"co_author_invite_id":null,"email":"j***n@mq.edu.au","affiliation":"Macquarie University","display_order":4194304,"name":"John Sutton","title":"Creative Editing: Svilova and Vertov's Distributed Cognition"}],"downloadable_attachments":[],"slug":"Creative_Editing_Svilova_and_Vertovs_Distributed_Cognition","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The film editor Elizaveta Svilova (1900-1975), wife, and lifelong collaborator of the filmmaker Dziga Vertov (1896-1954), lingers to the side of scholarship on her famous husband’s films, hidden behind the historical neglect of both of women and of editors. This article addresses the silence surrounding Svilova by applying research in film history, cognitive philosophy, and creative practice to her montage filmmaking collaboration with Vertov. We aim to recuperate Svilova’s position as creative contributor to what are known as Vertov’s works of genius by showing that editing processes are the expert work of a distributed cognitive system. Using the distributed cognitive framework, which understands the work of mind to be the integrated work of brains, bodies and the world (Clark and Chalmers 1998), we analyse a particular instance of Svilova at work. This framework for analysis reveals her editing as an embodied form of expertise. The intended outcome of this approach is to ground a fresh model of creativity in film in empirical evidence that is uniquely available in the works and documents of the Svilova-Vertov collaboration. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-342419-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5647343"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5647343/Embodied_Remembering_Routledge_Handbook_of_Embodied_Cognition_Sutton_and_Williamson_"><img alt="Research paper thumbnail of Embodied Remembering (Routledge Handbook of Embodied Cognition) [Sutton & Williamson]" class="work-thumbnail" src="https://attachments.academia-assets.com/32709829/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5647343/Embodied_Remembering_Routledge_Handbook_of_Embodied_Cognition_Sutton_and_Williamson_">Embodied Remembering (Routledge Handbook of Embodied Cognition) [Sutton & Williamson]</a></div><div class="wp-workCard_item"><span>The Routledge Handbook of Embodied Cognition</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction: the diversity of embodied remembering Experiences of embodied remembering are famil...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction: the diversity of embodied remembering Experiences of embodied remembering are familiar and diverse. We settle bodily into familiar chairs or find our way easily round familiar rooms. We inhabit our own kitchens or cars or workspaces effectively and comfortably, and feel disrupted when our habitual and accustomed objects or technologies change or break or are not available. Hearing a particular song can viscerally bring back either one conversation long ago, or just the urge to dance. Some people explicitly use their bodies to record, store, or cue memories. Others can move skilfully, without stopping to think, in complex and changing environments thanks to the cumulative expertise accrued in their history of fighting fires, or dancing, or playing hockey. The forms of memory involved in these cases may be distinct, operating at different timescales and levels, and by way of different mechanisms and media, but they often cooperate in the many contexts of our practices of remembering.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1e4ac1770d9cdcfc3d330bd9fe862f6b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32709829,"asset_id":5647343,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32709829/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5647343"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5647343"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5647343; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5647343]").text(description); $(".js-view-count[data-work-id=5647343]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5647343; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5647343']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1e4ac1770d9cdcfc3d330bd9fe862f6b" } } $('.js-work-strip[data-work-id=5647343]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5647343,"title":"Embodied Remembering (Routledge Handbook of Embodied Cognition) [Sutton \u0026 Williamson]","translated_title":"","metadata":{"more_info":"John Sutton \u0026 Kellie Williamson, Embodied Remembering, in Larry Shapiro (ed), The Routledge Handbook of Embodied Cognition","grobid_abstract":"Introduction: the diversity of embodied remembering Experiences of embodied remembering are familiar and diverse. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5647343-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="361289"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/361289/The_Psychology_of_Memory_Extended_Cognition_and_Socially_Distributed_Remembering_Sutton_Harris_Keil_and_Barnier_"><img alt="Research paper thumbnail of The Psychology of Memory, Extended Cognition, and Socially Distributed Remembering [Sutton, Harris, Keil, & Barnier]" class="work-thumbnail" src="https://attachments.academia-assets.com/1794292/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/361289/The_Psychology_of_Memory_Extended_Cognition_and_Socially_Distributed_Remembering_Sutton_Harris_Keil_and_Barnier_">The Psychology of Memory, Extended Cognition, and Socially Distributed Remembering [Sutton, Harris, Keil, & Barnier]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/CeliaHarris">Celia Harris</a></span></div><div class="wp-workCard_item"><span>Phenomenology and the Cognitive Sciences 9 (4), 521-560</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper introduces a new, expanded range of relevant cognitive psychological research on coll...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper introduces a new, expanded range of relevant cognitive <br />psychological research on collaborative recall and social memory to the philosophical <br />debate on extended and distributed cognition. We start by examining the case for <br />extended cognition based on the complementarity of inner and outer resources, by which <br />neural, bodily, social, and environmental resources with disparate but complementary <br />properties are integrated into hybrid cognitive systems, transforming or augmenting the <br />nature of remembering or decision-making. Adams and Aizawa, noting this distinctive <br />complementarity argument, say that they agree with it completely: but they describe it as <br />“a non-revolutionary approach” which leaves “the cognitive psychology of memory as <br />the study of processes that take place, essentially without exception, within nervous <br />systems.” In response, we carve out, on distinct conceptual and empirical grounds, a rich <br />middle ground between internalist forms of cognitivism and radical anti-cognitivism. <br />Drawing both on extended cognition literature and on Sterelny’s account of the <br />“scaffolded mind” (this issue), we develop a multidimensional framework for <br />understanding varying relations between agents and external resources, both technological <br />and social. On this basis we argue that, independent of any more “revolutionary” <br />metaphysical claims about the partial constitution of cognitive processes by external <br />resources, a thesis of scaffolded or distributed cognition can substantially influence or <br />transform explanatory practice in cognitive science. Critics also cite various empirical <br />results as evidence against the idea that remembering can extend beyond skull and skin. <br />We respond with a more principled, representative survey of the scientific psychology of <br />memory, focussing in particular on robust recent empirical traditions for the study of <br />collaborative recall and transactive social memory. We describe our own empirical <br />research on socially distributed remembering, aimed at identifying conditions for <br />mnemonic emergence in collaborative groups. Philosophical debates about extended, <br />embedded, and distributed cognition can thus make richer, mutually beneficial contact <br />with independentlymotivated research programs in the cognitive psychology of memory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dbe51f3c104f332d3071ccd345a452ba" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1794292,"asset_id":361289,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1794292/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="361289"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="361289"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 361289; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=361289]").text(description); $(".js-view-count[data-work-id=361289]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 361289; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='361289']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dbe51f3c104f332d3071ccd345a452ba" } } $('.js-work-strip[data-work-id=361289]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":361289,"title":"The Psychology of Memory, Extended Cognition, and Socially Distributed Remembering [Sutton, Harris, Keil, \u0026 Barnier]","translated_title":"","metadata":{"abstract":"This paper introduces a new, expanded range of relevant cognitive\r\npsychological research on collaborative recall and social memory to the philosophical\r\ndebate on extended and distributed cognition. 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hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/313905/Remembering_Cambridge_Handbook_of_Situated_Cognition_"><img alt="Research paper thumbnail of Remembering (Cambridge Handbook of Situated Cognition)" class="work-thumbnail" src="https://attachments.academia-assets.com/1533952/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/313905/Remembering_Cambridge_Handbook_of_Situated_Cognition_">Remembering (Cambridge Handbook of Situated Cognition)</a></div><div class="wp-workCard_item"><span>The Cambridge Handbook of Situated Cognition</span><span>, 2009</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The case of remembering poses a particular challenge to theories of situated cognition, and its s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The case of remembering poses a particular challenge to theories of situated cognition, and its successful treatment within <br />this framework will require a more dramatic integration of levels, fields, and methods than has yet been achieved. The challenge arises from the fact that memory often takes us out of the current situation: in remembering episodes or experiences in my personal <br />past, for example, I am mentally transported away from the social and physical setting in which I am currently embedded. Our ability <br />to make psychological contact with events and experiences in the past was one motivation, in classical cognitive science and cognitive psychology, for postulating inner mental representations to hold information across the temporal gap. Theorists of situated cognition thus have to show how such an apparently representation-hungry and decoupled high-level cognitive process may nonetheless be fruitfully understood as embodied, contextualized, and distributed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="110c1944676a812d3ff24148c0cd8b70" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1533952,"asset_id":313905,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1533952/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="313905"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="313905"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 313905; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=313905]").text(description); $(".js-view-count[data-work-id=313905]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 313905; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='313905']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "110c1944676a812d3ff24148c0cd8b70" } } $('.js-work-strip[data-work-id=313905]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":313905,"title":"Remembering (Cambridge Handbook of Situated Cognition)","translated_title":"","metadata":{"abstract":"The case of remembering poses a particular challenge to theories of situated cognition, and its successful treatment within\r\nthis framework will require a more dramatic integration of levels, fields, and methods than has yet been achieved. 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id="papersskillsportmusicmovement"><div class="js-work-strip profile--work_container" data-work-id="42916821"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42916821/Embodied_Experience_in_the_Cognitive_Ecologies_of_Skilled_Performance_Sutton_and_Bicknell_"><img alt="Research paper thumbnail of Embodied Experience in the Cognitive Ecologies of Skilled Performance (Sutton & Bicknell)" class="work-thumbnail" src="https://attachments.academia-assets.com/63167049/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916821/Embodied_Experience_in_the_Cognitive_Ecologies_of_Skilled_Performance_Sutton_and_Bicknell_">Embodied Experience in the Cognitive Ecologies of Skilled Performance (Sutton & Bicknell)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/KathBicknell">Kath Bicknell</a></span></div><div class="wp-workCard_item"><span>The Routledge Handbook of the Philosophy of Skill and Expertise</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The skilled performance of experts in complex, culturally-significant settings often involves nav...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The skilled performance of experts in complex, culturally-significant settings often involves navigating dynamic, unpredictable circumstances. In elite sport, professional athletes deal with weather conditions, unfamiliar locations or deteriorating conditions, equipment and new technologies, fatigue, pain and risk, audience expectations and noise, the constraints of collaboration, the actions of other competitors, and strong personal emotions. We set a new agenda for research on skill and expertise, to focus on the embodied experience of real expert performers in real domains of practice, as they deploy richly embedded strategies in full and challenging ecological settings. Studying experts' embodied experience, both over time and at a time, requires expanding standard sources for skill theory, to tap not only specialist work in sport psychology, music cognition, and other rich bodies of applied research, but also practitioners' own fallible but unique self-understandings. We address standard concerns about self-report, surveying related methods from cognitive psychology, sport science, and cognitive ethnography, and home in on apprenticeship methods and work by researcher-practitioners. We conclude with an extended case study of professional cyclist Chloe Hosking's account of the closing stages of her winning ride in the 2016 La Course by Le Tour de France, at the time the highest profile event in women's road cycling. Triangulating Hosking's narrative against other evidence, we identify the multiplicity of diverse cues to which she was responding in on-the-fly decision-making. 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"profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-42916911-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="42916267"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42916267/Memory_systems_and_the_control_of_skilled_action_Christensen_Sutton_and_Bicknell_"><img alt="Research paper thumbnail of Memory systems and the control of skilled action (Christensen, Sutton, & Bicknell)" class="work-thumbnail" src="https://attachments.academia-assets.com/63166492/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916267/Memory_systems_and_the_control_of_skilled_action_Christensen_Sutton_and_Bicknell_">Memory systems and the control of skilled action (Christensen, Sutton, & Bicknell)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/KathBicknell">Kath Bicknell</a></span></div><div class="wp-workCard_item"><span>Philosophical Psychology</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In keeping with the dominant view that skills are largely automatic , the standard view of memory...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In keeping with the dominant view that skills are largely automatic , the standard view of memory systems distinguishes between a representational declarative system associated with cognitive processes and a performance-based procedural system. The procedural system is thought to be largely responsible for the performance of well-learned skilled actions. Here we argue that most skills do not fully automate, which entails that the declarative system should make a substantial contribution to skilled performance. To support this view, we review evidence showing that the declarative system does indeed play a number of roles in skilled action.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4ea5c6d9d51b59539861ef0a39d500ed" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63166492,"asset_id":42916267,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63166492/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916267"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916267"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916267; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916267]").text(description); $(".js-view-count[data-work-id=42916267]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916267; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916267']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4ea5c6d9d51b59539861ef0a39d500ed" } } $('.js-work-strip[data-work-id=42916267]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916267,"title":"Memory systems and the control of skilled action (Christensen, Sutton, \u0026 Bicknell)","translated_title":"","metadata":{"doi":"10.1080/09515089.2019.1607279","abstract":"In keeping with the dominant view that skills are largely automatic , the standard view of memory systems distinguishes between a representational declarative system associated with cognitive processes and a performance-based procedural system. 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It is, moreover, often suggested that traditional cognitive science has neglected these interaction processes, and that properly taking them into account has profound conceptual consequences. For obvious reasons skill research and sport psychology are areas of prime interest for embodied cognition theory—advanced skills exemplify highly tuned, richly interactive human abilities. Recently we have proposed a theory of skill called mesh (Christensen, Sutton, and McIlwain 2016), and at the kind invitation of the editor, Max Cappuccio, the original paper is reprinted here. In this new introduction we expand on the issues that mesh tries to address and discuss some of the connections between mesh and broader issues in embodied cognition and sport psychology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="06a1449aa2ce687a0d66f56d55168403" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63167291,"asset_id":42916958,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63167291/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916958"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916958"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916958; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916958]").text(description); $(".js-view-count[data-work-id=42916958]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916958; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916958']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "06a1449aa2ce687a0d66f56d55168403" } } $('.js-work-strip[data-work-id=42916958]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916958,"title":"Mesh: cognition, body and environment in skilled action (Christensen \u0026 Sutton)","translated_title":"","metadata":{"abstract":"A central theme of embodied cognition research is the idea that cognition is grounded in the rich interaction processes by which individuals navigate the world—interaction processes that are deeply shaped by the physical structure of bodies and the environment. 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Cognitive control is focused on strategic aspects of performance, and plays a greater role as difficulty increases. We offer an analysis of various forms of skill experience and show that the theory provides a better explanation for the full set of these experiences than automatic theories. We further show that the theory can explain experimental evidence for skill automaticity, including evidence that secondary tasks do not interfere with expert performance, and evidence that experts have reduced memory for performance of sensorimotor skills.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-10275225-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-10275225-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19776613/figure-1-aulotiauc-plocessiis-is-uuuzca-li-pp-lol-but"><img alt="AULOTIAUC PLOCESSIIs Is UUUZCA Li7/s/, Pp. LOL). But although many researchers have recognized hybrid control as a possibility, hybrid control hasn’t been a focus of investigation in its own right. This leaves it unclear how hybrid control operates and in what circumstances it occurs. There are many possibilities, depending on specific assumptions concerning the nature of controlled and automatic processes, but as a first approximation we distinguish two major versions of Hybrid. The first, which we call Autonomous, is based on the dual process view, and associates cognitive control with conscious reasoning. In contrast with Automatic, Autonomous claims that abbreviated forms of reasoning occur in complex, temporally extended skilled action. For example, a soccer player at a particular point in a game may adopt a particular strategy, such as attacking up the left wing to exploit a hole in the defense. The player may also make fast decisions in pursuing this strategy, for instance whether to pass or go around a defender. But these conscious cognitive processes are fleeting, and based on underlying processes that are largely automatic (‘intuition’). Moreover, while they produce intentions that euide action, these intentions are at a high level (such as pass to a teammate) and " class="figure-slide-image" src="https://figures.academia-assets.com/41987074/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19776619/figure-1-competent-performance-automatic-only-sees-positive"><img alt="competent performance. Automatic only sees a positive role for cognitive control in the stages of learning prior to advanced ability (Figure 1a), and in unusual conditions, where responses haven't fully automated (Figure 2a). Reduced memory suggests that attention to performance isn’t required, so strategic focus should have no benefit in normal conditions. Indeed, since attention to performance is supposed to be disrup- tive, attention to the strategic features of performance should disrupt those aspects of control, at least in normal conditions. Action slips are difficult to accommodate within the range of normal skill competency for much the same reason: in nor- mal conditions attention isn’t required, so low attention should have no negative consequences. Likewise, increases in attention and cognitive effort in response to challenge should only be beneficial if the challenge lies outside the range of normal performance conditions. Again, attention is supposed to be disruptive in normal conditions (experience iii), so increased attention in challenging-but-normal con- ditions should have the unfortunate effect of degrading ability just as demand on ability increases. The same is true for cognitive effort. In contract Mech nrovidecs an inteorated eynlanation for ctratecic facie actian " class="figure-slide-image" src="https://figures.academia-assets.com/41987074/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19776622/figure-3-cognition-in-skilled-action-meshed-control-and-the"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/41987074/figure_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19776626/figure-2-involves-relatively-high-degrees-of-attention-and"><img alt="involves relatively high degrees of attention and cognitive effort, and temporally extended cognitive processing to determine appropriate action.” In our view ther is a high degree of continuity: smooth control shades into adaptive control, whicl shades into effortful problem solving. In terms of these conceptualizations Automati makes two key mistakes: it assumes that smooth control is normal, and it assumes tha it involves no cognitive control (compare Figure 2a with 2b, where ‘normal’ in 2: corresponds to smooth control in 2b). Intuitively, conscious control is associated witl effortful problem solving, and we think that the intuitive basis of Automatic involves ; mistaken interpretation of the phenomenology of smooth control as indicating tha control is non-cognitive. " class="figure-slide-image" src="https://figures.academia-assets.com/41987074/figure_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19776628/figure-5-dreyfuss-account-of-skill-control-bae-vals-deets-cy"><img alt="Figure 5 Dreyfus’s account of skill control. Bae VALS Deets Cy Seen eee eee * In the previous section we characterized a spectrum of forms of performance ising the concepts ‘smooth control’, ‘adaptive control’, and ‘effortful problem olving’ (Figure 2b). This is inspired by Dreyfus’s Heideggerian conceptualiza- ion, but there are important differences. Understanding the spectrum in terms of difficulty rather than familiarity is one: whereas Dreyfus describes situations hat induce unready-to-hand performance as abnormal, we don’t think that a ituation has to be abnormal for an expert to be using adaptive control—just mildly lifficult. Nor does the situation have to be abnormal for effortful problem solving. Jnready-to-hand performance would in our terms be one, relatively strong form of -ffortful problem solving. We prefer ‘smooth control’ to ‘smooth coping’ because coping’ is too passive a concept. Experts don’t simply cope with their environment, hey are actively engaged with it. And we think that these forms of performance ire highly continuous, whereas in describing them as different modes Dreyfus treats us categories as fairly distinct. For these reasons Figure 5 and Figure 2b are not directly comparable. though " class="figure-slide-image" src="https://figures.academia-assets.com/41987074/figure_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19776630/table-1-cognition-in-skilled-action-meshed-control-and-the"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/41987074/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19776633/table-2-cognition-in-skilled-action-meshed-control-and-the"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/41987074/table_002.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-10275225-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a82e25506dd50c82993cef56ebfc584d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":41987074,"asset_id":10275225,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/41987074/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10275225"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10275225"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10275225; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10275225]").text(description); $(".js-view-count[data-work-id=10275225]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10275225; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10275225']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a82e25506dd50c82993cef56ebfc584d" } } $('.js-work-strip[data-work-id=10275225]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10275225,"title":"Cognition in Skilled Action: meshed control and the varieties of skill experience [Christensen, Sutton, \u0026 McIlwain]","translated_title":"","metadata":{"abstract":"We present a synthetic theory of skilled action which proposes that cognitive processes make an important contribution to almost all skilled action, contrary to influential views that many skills are performed largely automatically. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-10275225-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="9015293"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/9015293/The_Performative_Pleasure_of_Imprecision_a_diachronic_study_of_entrainment_in_music_performance_Geeves_McIlwain_and_Sutton_"><img alt="Research paper thumbnail of The Performative Pleasure of Imprecision: a diachronic study of entrainment in music performance [Geeves, McIlwain, & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/35325004/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9015293/The_Performative_Pleasure_of_Imprecision_a_diachronic_study_of_entrainment_in_music_performance_Geeves_McIlwain_and_Sutton_">The Performative Pleasure of Imprecision: a diachronic study of entrainment in music performance [Geeves, McIlwain, & Sutton]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/DorisMcilwain">Doris J F Mcilwain</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/AndrewGeeves">Andrew Geeves</a></span></div><div class="wp-workCard_item"><span>Frontiers in Human Neuroscience 8, article 863</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study focuses in on a moment of live performance in which the entrainment amongst a musical ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study focuses in on a moment of live performance in which the entrainment amongst a musical quartet is threatened. Entrainment is asymmetric in so far as there is an ensemble leader who improvises and expands the structure of a last chorus of a piece of music beyond the limits tacitly negotiated during prior rehearsals and performances. Despite the risk of entrainment being disturbed and performance interrupted, the other three musicians in the quartet follow the leading performer and smoothly transition into unprecedented performance territory. We use this moment of live performance to work back through the fieldwork data, building a diachronic study of the development and bases of entrainment in live music performance.We introduce the concept of entrainment and profile previous theory and research relevant to entrainment in music performance. After outlining our methodology, we trace the evolution of the structure of the piece of music from first rehearsal to final performance. Using video clip analysis, interviews and field notes we consider how entrainment shaped and was shaped by the moment of performance in focus. The sense of trust between quartet musicians is established through entrainment processes, is consolidated via smooth adaptation to the threats of disruption. Non-verbal communicative exchanges, via eye contact, gesture, and spatial proximity, sustain entrainment through phase shifts occurring swiftly and on the fly in performance contexts. These exchanges permit smooth adaptation promoting trust. This frees the quartet members to play with the potential disturbance of equilibrium inherent in entrained relationships and to play with this tension in an improvisatory way that enhances audience engagement and the live quality of performance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1ea321681588d3b24785b567aff36518" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35325004,"asset_id":9015293,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35325004/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9015293"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9015293"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9015293; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9015293]").text(description); $(".js-view-count[data-work-id=9015293]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9015293; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9015293']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1ea321681588d3b24785b567aff36518" } } $('.js-work-strip[data-work-id=9015293]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9015293,"title":"The Performative Pleasure of Imprecision: a diachronic study of entrainment in music performance [Geeves, McIlwain, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"This study focuses in on a moment of live performance in which the entrainment amongst a musical quartet is threatened. 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Expert Mountain Bikers [Christensen, Bicknell, Sutton, McIlwain]" class="work-thumbnail" src="https://attachments.academia-assets.com/38824995/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/15915594/The_Sense_of_Agency_and_Its_Role_in_Strategic_Control_for_Expert_Mountain_Bikers_Christensen_Bicknell_Sutton_McIlwain_">The Sense of Agency and Its Role in Strategic Control for Expert Mountain Bikers [Christensen, Bicknell, Sutton, McIlwain]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://barcelona.academia.edu/WayneChristensen">Wayne Christensen</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/KathBicknell">Kath Bicknell</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Much work on the sense of agency has focused either on abnormal cases, such as delusions of contr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Much work on the sense of agency has focused either on abnormal cases, such as delusions of control, or on simple action tasks in the laboratory. Few studies address the<br />nature of the sense of agency in complex natural settings, or the effect of skill on the sense of agency. Working from 2 case studies of mountain bike riding, we argue that the sense of agency in high-skill individuals incorporates awareness of multiple causal influences on action outcomes. This allows fine-grained differentiation of the contributions of self and external factors to action outcomes. We further argue that the sense of agency incorporates prospective awareness of actions that are possible in a situation and awareness of the limits of control. These forms of sense of agency enable highly<br />flexible, context-sensitive strategic control, and are likely to contribute to high interindividual variability in responses to complex tasks.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d5ad76ab0642b6ae216bc038316e944f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38824995,"asset_id":15915594,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38824995/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="15915594"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="15915594"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15915594; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15915594]").text(description); $(".js-view-count[data-work-id=15915594]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15915594; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='15915594']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d5ad76ab0642b6ae216bc038316e944f" } } $('.js-work-strip[data-work-id=15915594]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":15915594,"title":"The Sense of Agency and Its Role in Strategic Control for Expert Mountain Bikers [Christensen, Bicknell, Sutton, McIlwain]","translated_title":"","metadata":{"abstract":"Much work on the sense of agency has focused either on abnormal cases, such as delusions of control, or on simple action tasks in the laboratory. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-15915594-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="1054550"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1054550/Applying_Intelligence_to_the_Reflexes_embodied_skills_and_habits_between_Dreyfus_and_Descartes_Sutton_McIlwain_Christensen_and_Geeves_"><img alt="Research paper thumbnail of Applying Intelligence to the Reflexes: embodied skills and habits between Dreyfus and Descartes [Sutton, McIlwain, Christensen, & Geeves]" class="work-thumbnail" src="https://attachments.academia-assets.com/30658085/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1054550/Applying_Intelligence_to_the_Reflexes_embodied_skills_and_habits_between_Dreyfus_and_Descartes_Sutton_McIlwain_Christensen_and_Geeves_">Applying Intelligence to the Reflexes: embodied skills and habits between Dreyfus and Descartes [Sutton, McIlwain, Christensen, & Geeves]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://barcelona.academia.edu/WayneChristensen">Wayne Christensen</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/AndrewGeeves">Andrew Geeves</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/DorisMcilwain">Doris J F Mcilwain</a></span></div><div class="wp-workCard_item"><span>JBSP: Journal of the British Society for Phenomenology 42 (1), 78-103</span><span>, 2011</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="680b56ac01a3393dfd268d3b68f358ac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30658085,"asset_id":1054550,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30658085/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1054550"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1054550"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1054550; 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movement</a></div><div class="wp-workCard_item"><span>Journal of Mental Imagery 36 (1/2), 85-95.</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper addresses relations between memory and imagery in expert sport in relation to visual o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper addresses relations between memory and imagery in expert sport in relation to visual or visuospatial perspective. Imagining, remembering, and moving potentially interact via related forms of episodic simulation, whether future- or past-directed. Sometimes I see myself engaged in action: many experts report switching between such external visual perspectives and an internal, 'own-eyes', or field perspective on their past or possible performance. Perspective in retrieval and in imagery may be flexible and multiple. I raise a range of topics for empirical research on perspective and visualization.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2b8241bec6b7795bb48daba395d7aa2a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30657215,"asset_id":2654614,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30657215/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2654614"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2654614"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2654614; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2654614]").text(description); $(".js-view-count[data-work-id=2654614]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2654614; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2654614']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2b8241bec6b7795bb48daba395d7aa2a" } } $('.js-work-strip[data-work-id=2654614]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2654614,"title":"Memory before the game: switching perspectives in imagining and remembering sport and movement","translated_title":"","metadata":{"abstract":"This paper addresses relations between memory and imagery in expert sport in relation to visual or visuospatial perspective. 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Farrow & J. Baker</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Expert athletes seem to have rich and highly-organized knowledge of their specialist domain, whic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Expert athletes seem to have rich and highly-organized knowledge of their specialist domain, which drives their abilities in perceptual anticipation and complements their motor skill. But although they know more, they can access relevant information fast and effortlessly, and update their models with relevant information during competition. In this chapter we distinguish between the various kinds of knowledge which might be involved in these expert advantages, assessing different views about the relation between declarative knowledge and procedural knowledge. We discuss theories which place much less stress on expert knowledge, and then examine experimental research programs which seek to tap expert knowledge in action. 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Verbal report has had uncertain...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Expert knowledge in sport takes many forms and is hard to access. Verbal report has had uncertain status in sport psychology, with researchers recommending highly constrained methods to access concurrent or immediately retrospective accounts of thoughts during performance. This chapter takes a broader view of the knowledge base driving skill, suggesting that experts in appropriate settings or with the right prompts can access significant parameters and features of their own skilled experience. We introduce a range of qualitative methodologies which can supplement and be integrated with existing research methods. These methods can permit generalization across individuals as well as study of the unique features of expert experience.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="480d994bc52f0c0f3b771951f5ab4053" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34266293,"asset_id":7748334,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34266293/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7748334"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7748334"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7748334; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7748334]").text(description); $(".js-view-count[data-work-id=7748334]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7748334; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7748334']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "480d994bc52f0c0f3b771951f5ab4053" } } $('.js-work-strip[data-work-id=7748334]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7748334,"title":"Methods for Measuring Breadth and Depth of Knowledge [McIlwain \u0026 Sutton]","translated_title":"","metadata":{"abstract":"Expert knowledge in sport takes many forms and is hard to access. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-7748334-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="6722672"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/6722672/Putting_Pressure_on_Theories_of_Choking_towards_an_expanded_perspective_on_breakdown_in_skilled_performance_Christensen_Sutton_and_McIlwain_"><img alt="Research paper thumbnail of Putting Pressure on Theories of Choking: towards an expanded perspective on breakdown in skilled performance [Christensen, Sutton, & McIlwain]" class="work-thumbnail" src="https://attachments.academia-assets.com/37755984/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6722672/Putting_Pressure_on_Theories_of_Choking_towards_an_expanded_perspective_on_breakdown_in_skilled_performance_Christensen_Sutton_and_McIlwain_">Putting Pressure on Theories of Choking: towards an expanded perspective on breakdown in skilled performance [Christensen, Sutton, & McIlwain]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://barcelona.academia.edu/WayneChristensen">Wayne Christensen</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/DorisMcilwain">Doris J F Mcilwain</a></span></div><div class="wp-workCard_item"><span>submitted to Phenomenology and the Cognitive Sciences, special issue 'Unreflective Action and the Choking Effect'</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is a widespread view that well-learned skills are automated, and that attention to the perf...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is a widespread view that well-learned skills are automated, and that attention to the performance of these skills is damaging because it disrupts the automatic processes involved in their execution. This idea serves as the basis for an account of choking in high pressure situations. On this view, choking is the result of self-focused attention induced by anxiety. Recent research in sports psychology has produced a significant body of experimental evidence widely interpreted as supporting this account of choking in certain kinds of complex sensorimotor skills. We argue against this interpretation, pointing to problems with both the empirical evidence and the underlying theory. The experimental research fails to provide direct support for the central claims of the self-focus approach, contains inconsistencies, and suffers from problems of ecological validity. In addition, qualitative studies of choking have yielded contrary results. We further argue that in their current forms the self-focus and rival distraction approaches lack the theoretical resources to provide a good theory of choking, and we argue for an expanded approach. Some of the elements that should be in an expanded approach include accounts of the features of pressure situations that influence the psychological response, the processes of situation appraisal, and the ways that attentional control can be overwhelmed, leading to distraction in some cases, and in others, perhaps, to damaging attention to skill execution. We also suggest that choking may sometimes involve performance-impairing mechanisms other than distraction or self-focus.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-6722672-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-6722672-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14243067/figure-1-the-basic-self-focus-model-the-basic-distraction"><img alt="Fig. 1 a The basic self-focus model. b The basic distraction model Baumeister’s (1984) theory of choking has the core structure depicted in Fig. la, with several additional features (Fig. 2). Baumeister characterizes performance pressure as any factor or combination of factors that increase the importance of performing well on a particular occasion (p. 610). He characterizes choking as inferior performance that occurs in response to pressure (p. 610). Baumeister’s model of choking (pp. 610-11) proposes that choking occurs because pressure increases self-consciousness. He de- scribes both physiological and cognitive mechanisms as contributing to this process, with heightened arousal possibly responsible for increased self-consciousness, " class="figure-slide-image" src="https://figures.academia-assets.com/37755984/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14243083/figure-2-accompanied-by-cognitive-realization-that-it-is"><img alt="accompanied by a cognitive realization that it is important that the behavior is executed correctly. This prompts an attempt to consciously monitor and control the motor processes involved in the behavior, such as the coordination and precision of the muscle movements. However, ‘consciousness’ lacks the knowledge required for this type of control, with the ironic effect that performance quality is reduced. Baumeister and Showers (1986) further specify that conscious attention disrupts or inhibits auto- mated motor processes. " class="figure-slide-image" src="https://figures.academia-assets.com/37755984/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14243103/figure-3-the-presentation-of-reinvestment-theory-by-masters"><img alt="The presentation of ‘reinvestment theory’ by Masters and Maxwell (2008) adds some ad theory o explana contexts ditional features to the account and expands its scope. Rather than being a f choking in particular, Masters and Maxwell intend reinvestment theory as an ion for performance impairment in sensorimotor skills in a wide range of . Pressure is listed as only one of many contingencies that can produce self- focus induced impairment, and many of the examples they discuss, such as self-focus after inj ury, are not responses to performance pressure in the sense intended by Baumeister. " class="figure-slide-image" src="https://figures.academia-assets.com/37755984/figure_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14243126/figure-4-of-the-role-of-compensatory-effort-but-it-might"><img alt="of the role of compensatory effort, but it might predict that distraction will affect performance in more realistic, demanding performance conditions. We discuss this further below. Secondly, the extraneous dual-task conditions do not provide a good model for the kind of distraction that ACT proposes occurs in choking. The extraneous dual-task conditions have no emotional significance; they simply load working mem- ory with cognitive processes irrelevant to the primary task. In contrast, according to ACT perceived threat has a biasing effect on attentional control. While the capacity limits of working memory play a role in ACT, the impairing effects of distraction are not solely caused by the overloading of working memory. More cnecifically in the case of a non-emotionally sionificant secondary tack. " class="figure-slide-image" src="https://figures.academia-assets.com/37755984/figure_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14243149/figure-5-we-need-to-distinguish-narrow-task-difficulty-from"><img alt="We need to distinguish narrow task difficulty from a broader notion because, understood in a wider sense, the difficulty of a task includes the effects of its incentive structure on performance. Thus, the difficulty of a 2 m putt from a particular location on a particular green with a $100 bet on the outcome includes the subjective effects of the bet. In contrast, narrow task difficulty is the degree of challenge posed by a task when the incentive structure is such that it allows the individual to fully express their ability to perform the task. Thus, the narrow ifficulty of a 2 m putt from a particular location on a particular green is the ifficulty it has for an individual when the incentive structure allows the individ- ual to perform at their best. This approximately corresponds to the ordinary notion of difficulty as applied to sensorimotor tasks: distinguishing narrow from broad difficulty makes it possible to capture the idea that performance pressure can make it difficult to perform an ‘easy’ task. In our discussion, though, we focus primarily on cases where the consequences have high impact and the task is very challeng- ing in the narrow sense. This will be the most typical situation in elite sports competition. d d " class="figure-slide-image" src="https://figures.academia-assets.com/37755984/figure_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/14243168/table-1-predicted-performance-attributes-of-automated-and"><img alt="Table 1 Predicted performance attributes of automated and non-automated skills Primary tasks The primary tasks used are often versions of a real world skill adapted for the requirements of the experiment. Thus, in Beilock and Carr’s (2001) experiment 1 participants performed golf putts in the laboratory on a carpet, aiming to make the ball stop at a target 1.5 m away (p. 704). Gray (2004) used a simulated baseball batting task in which participants swung a baseball bat at a virtual ball that was displayed on a screen as coming towards them (p. 44). " class="figure-slide-image" src="https://figures.academia-assets.com/37755984/table_001.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-6722672-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6327d726db645d8106a7c65788597c99" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37755984,"asset_id":6722672,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37755984/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6722672"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6722672"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6722672; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6722672]").text(description); $(".js-view-count[data-work-id=6722672]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6722672; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6722672']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6327d726db645d8106a7c65788597c99" } } $('.js-work-strip[data-work-id=6722672]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6722672,"title":"Putting Pressure on Theories of Choking: towards an expanded perspective on breakdown in skilled performance [Christensen, Sutton, \u0026 McIlwain]","translated_title":"","metadata":{"abstract":"There is a widespread view that well-learned skills are automated, and that attention to the performance of these skills is damaging because it disrupts the automatic processes involved in their execution. 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alt="Research paper thumbnail of To think or not to think: the apparent paradox of expert skill in music performance [Geeves, McIlwain, Sutton, & Christensen]" class="work-thumbnail" src="https://attachments.academia-assets.com/31059887/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3159022/To_think_or_not_to_think_the_apparent_paradox_of_expert_skill_in_music_performance_Geeves_McIlwain_Sutton_and_Christensen_">To think or not to think: the apparent paradox of expert skill in music performance [Geeves, McIlwain, Sutton, & Christensen]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/AndrewGeeves">Andrew Geeves</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://barcelona.academia.edu/WayneChristensen">Wayne Christensen</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/DorisMcilwain">Doris J F Mcilwain</a></span></div><div class="wp-workCard_item"><span>Educational Philosophy and Theory</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Expert skill in music performance involves an apparent paradox. On stage, expert musicians are re...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies <br />with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes (AIR) approach — a differently nuanced model of expert skill aligned with the integrative spirit of the Noices’ research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="55020e208355e89a325a6b71e410a1eb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31059887,"asset_id":3159022,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31059887/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3159022"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3159022"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3159022; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3159022]").text(description); $(".js-view-count[data-work-id=3159022]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3159022; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3159022']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "55020e208355e89a325a6b71e410a1eb" } } $('.js-work-strip[data-work-id=3159022]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3159022,"title":"To think or not to think: the apparent paradox of expert skill in music performance [Geeves, McIlwain, Sutton, \u0026 Christensen]","translated_title":"","metadata":{"abstract":"Expert skill in music performance involves an apparent paradox. 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On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies\r\nwith which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. 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We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":31059887,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/31059887/thumbnails/1.jpg","file_name":"Geeves_EPAT.pdf","download_url":"https://www.academia.edu/attachments/31059887/download_file","bulk_download_file_name":"To_think_or_not_to_think_the_apparent_pa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/31059887/Geeves_EPAT-libre.pdf?1392211242=\u0026response-content-disposition=attachment%3B+filename%3DTo_think_or_not_to_think_the_apparent_pa.pdf\u0026Expires=1744335943\u0026Signature=NGBIzMVOybYO4qfsDA45KkF9rplUGADTd0uKXVr-ScVvCsrHwiofPaCQW41KM3-VQ9qLqeNlARSXBr8oPEOBqQjMGz0MU6CGuVCOKe-ON1AV0CNGODn7HcosGcxrB-hfmofbABenMQ340YR7qy8R6oLyAgzk6nMTFmAMjYBhH2dau0RDhEfBKAoXFLlCVoz3YnPk96cXMbB0~1JvVstleaYVylbJmkj~G1LsaRkLlc1UzTG~BC4JK53xbx3ByCw9TkCi6d7r4uH1m1hxzDaio6lcfqV7lGtWgbnf1MSj379LtRfZAQIkRfVnVyiyCv49a9UWf8lV3Yj22jHIoMAV6Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music"},{"id":687,"name":"Musicology","url":"https://www.academia.edu/Documents/in/Musicology"},{"id":767,"name":"Anthropology","url":"https://www.academia.edu/Documents/in/Anthropology"},{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind"},{"id":818,"name":"Philosophy of Action","url":"https://www.academia.edu/Documents/in/Philosophy_of_Action"},{"id":1851,"name":"Expertise","url":"https://www.academia.edu/Documents/in/Expertise"},{"id":1987,"name":"Ethnomusicology","url":"https://www.academia.edu/Documents/in/Ethnomusicology"},{"id":2250,"name":"Psychology of Music","url":"https://www.academia.edu/Documents/in/Psychology_of_Music"},{"id":3460,"name":"Music Psychology","url":"https://www.academia.edu/Documents/in/Music_Psychology"},{"id":3810,"name":"Mindfulness","url":"https://www.academia.edu/Documents/in/Mindfulness"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition"},{"id":5044,"name":"Embodiment","url":"https://www.academia.edu/Documents/in/Embodiment"},{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology"},{"id":5425,"name":"Embodied Mind and Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Mind_and_Cognition"},{"id":9720,"name":"Philosophy of Music","url":"https://www.academia.edu/Documents/in/Philosophy_of_Music"},{"id":9985,"name":"Group Processes \u0026 Intergroup Relations","url":"https://www.academia.edu/Documents/in/Group_Processes_and_Intergroup_Relations"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":13112,"name":"Music and Emotions","url":"https://www.academia.edu/Documents/in/Music_and_Emotions"},{"id":31093,"name":"Group Cognition","url":"https://www.academia.edu/Documents/in/Group_Cognition"},{"id":36457,"name":"Musicians","url":"https://www.academia.edu/Documents/in/Musicians"},{"id":46937,"name":"Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Cognitive_Sciences"},{"id":127581,"name":"Hubert Dreyfus","url":"https://www.academia.edu/Documents/in/Hubert_Dreyfus"},{"id":362853,"name":"Embodied and Enactive Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Enactive_Cognition"},{"id":402373,"name":"Chunking","url":"https://www.academia.edu/Documents/in/Chunking"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-3159022-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5647303"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5647303/Embodied_Collaboration_in_Small_Groups_Williamson_and_Sutton_"><img alt="Research paper thumbnail of Embodied Collaboration in Small Groups [Williamson & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/34505739/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5647303/Embodied_Collaboration_in_Small_Groups_Williamson_and_Sutton_">Embodied Collaboration in Small Groups [Williamson & Sutton]</a></div><div class="wp-workCard_item"><span>Brain Theory: essays in critical neurophilosophy</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Collaborating with others takes intriguing and complex forms. We collaborate with others in a wid...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Collaborating with others takes intriguing and complex forms. We collaborate with others in a wide variety of activities: from team sports to shared labour, from committee work to mass demonstrations, from dancing to reminiscing together about old times. Recently, philosophy of mind and cognitive science has turned to theorizing and studying socio-cognitive interactions of these kinds, asking what kinds of adaptive and shared intelligence are involved in collaborative activities in small groups. Theorists focus on complex and intricate cognitive and affective processes that spread beyond a single individual’s brain – distributed across the body and/or the environment, coopting objects and driving interactions with other individuals. We explore embodied practices of collaboration in sporting and other performance contexts, drawing on rich literatures from cognitive psychology, sports psychology, organisational psychology and social ontology.  Our interest in both sport and embodied minds centres on cases in which people are not working or moving alone, but in which individual participants’ unique skills and capacities are coordinated with those of others in service of shared goals. We identify a range of levels of socio-cognitive processes that interact to drive and sustain embodied collaboration in a variety of contexts. By appreciating how such processes interact, we can begin to understand how human collaboration is achieved and maintained.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f7535b3f0ec07d5c99a8615abc87fa33" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34505739,"asset_id":5647303,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34505739/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5647303"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5647303"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5647303; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5647303]").text(description); $(".js-view-count[data-work-id=5647303]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5647303; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5647303']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f7535b3f0ec07d5c99a8615abc87fa33" } } $('.js-work-strip[data-work-id=5647303]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5647303,"title":"Embodied Collaboration in Small Groups [Williamson \u0026 Sutton]","translated_title":"","metadata":{"abstract":"Collaborating with others takes intriguing and complex forms. We collaborate with others in a wide variety of activities: from team sports to shared labour, from committee work to mass demonstrations, from dancing to reminiscing together about old times. Recently, philosophy of mind and cognitive science has turned to theorizing and studying socio-cognitive interactions of these kinds, asking what kinds of adaptive and shared intelligence are involved in collaborative activities in small groups. Theorists focus on complex and intricate cognitive and affective processes that spread beyond a single individual’s brain – distributed across the body and/or the environment, coopting objects and driving interactions with other individuals. We explore embodied practices of collaboration in sporting and other performance contexts, drawing on rich literatures from cognitive psychology, sports psychology, organisational psychology and social ontology. Our interest in both sport and embodied minds centres on cases in which people are not working or moving alone, but in which individual participants’ unique skills and capacities are coordinated with those of others in service of shared goals. We identify a range of levels of socio-cognitive processes that interact to drive and sustain embodied collaboration in a variety of contexts. By appreciating how such processes interact, we can begin to understand how human collaboration is achieved and maintained.","more_info":"Kellie Williamson \u0026 John Sutton, Embodied Collaboration in Small Groups, in Charles T. Wolfe (ed), Brain Theory: essays in critical neurophilosophy (Palgrave, 2014)","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Brain Theory: essays in critical neurophilosophy"},"translated_abstract":"Collaborating with others takes intriguing and complex forms. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5647303-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2750918"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2750918/Moving_and_thinking_together_in_dance"><img alt="Research paper thumbnail of Moving and thinking together in dance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2750918/Moving_and_thinking_together_in_dance">Moving and thinking together in dance</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The collaborative projects described in this e-book have already produced thrilling new dancework...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The collaborative projects described in this e-book have already produced thrilling new danceworks, new technologies, and innovative experimental methods. As the papers collected here show, a further happy outcome is the emergence of intriguing and hybrid kinds of writing. Aesthetic theory, cognitive psychology, and dance criticism merge, as authors are appropriately driven more by the heterogeneous nature of their topics than by any fixed disciplinary affiliation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="30b81e3352ae1ea2199debc3d93377a0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30723214,"asset_id":2750918,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30723214/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2750918"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2750918"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2750918; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2750918]").text(description); $(".js-view-count[data-work-id=2750918]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2750918; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2750918']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "30b81e3352ae1ea2199debc3d93377a0" } } $('.js-work-strip[data-work-id=2750918]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2750918,"title":"Moving and thinking together in dance","translated_title":"","metadata":{"abstract":"The collaborative projects described in this e-book have already produced thrilling new danceworks, new technologies, and innovative experimental methods. 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Scholten. This study, informed by a phenomenological approach, adopts ethnographic methods including participant observation, in-depth interviews and one researcher’s direct involvement with the practices of enculturation and enskillment in this dance form. It investigates how the dancers of the Ballet National de Marseille articulate their diverse forms of agency in relation to the choreographer’s artistic vision and demands. By looking at the specific case of the BNM staging of Passione, we can isolate some significant features of Contemporary Ballet’s trajectory as an emergent dance genre on the edge between innovation and tradition.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="662ebb3d00b227f8c095e72b595e2bb8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66776327,"asset_id":37011696,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66776327/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37011696"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37011696"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37011696; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37011696]").text(description); $(".js-view-count[data-work-id=37011696]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37011696; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37011696']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "662ebb3d00b227f8c095e72b595e2bb8" } } $('.js-work-strip[data-work-id=37011696]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37011696,"title":"Transmitting Passione: Emio Greco and the Ballet National de Marseille","translated_title":"","metadata":{"doi":"10.1093/oxfordhb/9780190871499.013.51","abstract":"This work addresses the case of the Ballet National de Marseille (BNM) and the 2017 re-creation of the piece Passione by Emio Greco and Pieter C. 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We use ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">What is it like for a professional musician to perform music in front of a live audience? We use Strauss and Corbin’s (1998) Grounded Theory to conduct qualitative research with 10 professional musicians to investigate their experience of music performance. We find performance to extend temporally beyond time spent before an audience and to include performers’ rituals of separation from everyday life. Using the abridged version of the model emerging from this data that we present in this article, we investigate how professional musicians’ experience of music performance centers on forging ‘connection’ with an audience and the ways in which this process is facilitated by the preand post-performance routines in which musicians engage. We find musicians’ understandings and experiences of ‘connection’ during performance to differ greatly, being influenced by their positioning on two spectra that emerge in this study and indicate the extent to which, during performance, musicians: a) value attentiveness and/or attunement in an audience and b) are open to variability.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="de229a543038e132b64f416078a9b5c5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36358115,"asset_id":10275161,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36358115/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10275161"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10275161"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10275161; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10275161]").text(description); $(".js-view-count[data-work-id=10275161]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10275161; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10275161']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "de229a543038e132b64f416078a9b5c5" } } $('.js-work-strip[data-work-id=10275161]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10275161,"title":"Seeing yellow: 'connection' and routine in professional musicians' experience of music performance [Geeves, McIlwain, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"What is it like for a professional musician to perform music in front of a live audience? 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We find musicians’ understandings and experiences of ‘connection’ during performance to differ greatly, being influenced by their positioning on two spectra that emerge in this study and indicate the extent to which, during performance, musicians: a) value attentiveness and/or attunement in an audience and b) are open to variability.","more_info":"DOI: 10.1177/0305735614560841 - online December 2014","ai_title_tag":"Musicians' Connection and Performance Rituals","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Psychology of Music"},"translated_abstract":"What is it like for a professional musician to perform music in front of a live audience? We use Strauss and Corbin’s (1998) Grounded Theory to conduct qualitative research with 10 professional musicians to investigate their experience of music performance. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-10275161-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="10275271"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/10275271/Embodied_Cognition_Perception_and_Performance_in_Music_Geeves_and_Sutton_"><img alt="Research paper thumbnail of Embodied Cognition, Perception, and Performance in Music [Geeves & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/37756070/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10275271/Embodied_Cognition_Perception_and_Performance_in_Music_Geeves_and_Sutton_">Embodied Cognition, Perception, and Performance in Music [Geeves & Sutton]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/AndrewGeeves">Andrew Geeves</a></span></div><div class="wp-workCard_item"><span>Empirical Musicology Review 9 (3/4), 2014, 247-253</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this response to Leman and Maes’s paper in this issue, we raise a couple of concerns about the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this response to Leman and Maes’s paper in this issue, we raise a couple of concerns about the authors’ particular approach to embodied music cognition, drawing selectively on their other writings to enrich our interpretation of this target article, while pointing to a few of the many other legitimate research paths that can also fall under this label. We explore two underlying dichotomies implicit in the research programme adumbrated by Leman and Maes – cognition/ embodiment and perception/ performance – and discuss the implications of these for their theory of embodied music <br />cognition. We then examine research that has taken the perspective of the music performer into account in its examination of music performance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="77c0723323b37d87667b6d2477e89b4b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37756070,"asset_id":10275271,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37756070/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10275271"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10275271"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10275271; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10275271]").text(description); $(".js-view-count[data-work-id=10275271]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10275271; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10275271']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "77c0723323b37d87667b6d2477e89b4b" } } $('.js-work-strip[data-work-id=10275271]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10275271,"title":"Embodied Cognition, Perception, and Performance in Music [Geeves \u0026 Sutton]","translated_title":"","metadata":{"abstract":"In this response to Leman and Maes’s paper in this issue, we raise a couple of concerns about the authors’ particular approach to embodied music cognition, drawing selectively on their other writings to enrich our interpretation of this target article, while pointing to a few of the many other legitimate research paths that can also fall under this label. 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We explore two underlying dichotomies implicit in the research programme adumbrated by Leman and Maes – cognition/ embodiment and perception/ performance – and discuss the implications of these for their theory of embodied music\r\ncognition. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-10275271-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1783409" id="paperssocialmemorydistributedcognition"><div class="js-work-strip profile--work_container" data-work-id="42916668"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42916668/Features_of_Successful_and_Unsuccessful_Collaborative_Memory_Conversations_in_Long_Married_Couples_Harris_Barnier_Sutton_and_Savage_"><img alt="Research paper thumbnail of Features of Successful and Unsuccessful Collaborative Memory Conversations in Long-Married Couples (Harris, Barnier, Sutton, & Savage)" class="work-thumbnail" src="https://attachments.academia-assets.com/63166921/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916668/Features_of_Successful_and_Unsuccessful_Collaborative_Memory_Conversations_in_Long_Married_Couples_Harris_Barnier_Sutton_and_Savage_">Features of Successful and Unsuccessful Collaborative Memory Conversations in Long-Married Couples (Harris, Barnier, Sutton, & Savage)</a></div><div class="wp-workCard_item"><span>Topics in Cognitive Science</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While we often engage in conversational reminiscing with loved ones, the effects of these convers...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">While we often engage in conversational reminiscing with loved ones, the effects of these conversations on our memory performance remain poorly understood. On the one hand, Wegner's transactive memory theory predicts that intimate groups experience benefits from remembering together. On the other hand, research on collaborative recall has shown costs of shared remembering in groups of strangers-at least in terms of number of items recalled-and even in intimate groups there is heterogeneity in outcomes. In the current research, we studied the effects of particular communicative features in determining the outcomes of collaborative recall in intimate groups. We tested 39 older, long-married couples. They completed a non-personal recall task (name all the countries in Europe) and a personal recall task (name all your mutual friends), both separately and together. When they collaborated, we recorded their conversation. We coded for specific "communication variables" and obtained measures of "conversational style." Overall, we found two clusters of communication variables positively associated with collaborative success: (a) cuing each other, responding to cues, and repeating each other; and (b) making positive statements about memory performance and persisting with the task. A negative cluster of behaviors-correcting each other, having uneven expertise, and strategy disagreements-was associated with less interactive, more "monologue" style of collaboration, but not with overall recall performance. We discuss our results in terms of the importance of different conversational processes in driving the heterogeneous outcomes of group remembering in intimate groups, suggesting that a focus on recall output alone limits our understanding of conversational remembering.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4f467e4f4ca677fadade5b22a0dc1ab5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63166921,"asset_id":42916668,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63166921/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916668"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916668"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916668; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916668]").text(description); $(".js-view-count[data-work-id=42916668]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916668; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916668']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4f467e4f4ca677fadade5b22a0dc1ab5" } } $('.js-work-strip[data-work-id=42916668]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916668,"title":"Features of Successful and Unsuccessful Collaborative Memory Conversations in Long-Married Couples (Harris, Barnier, Sutton, \u0026 Savage)","translated_title":"","metadata":{"doi":"10.1111/tops.12350","abstract":"While we often engage in conversational reminiscing with loved ones, the effects of these conversations on our memory performance remain poorly understood. On the one hand, Wegner's transactive memory theory predicts that intimate groups experience benefits from remembering together. On the other hand, research on collaborative recall has shown costs of shared remembering in groups of strangers-at least in terms of number of items recalled-and even in intimate groups there is heterogeneity in outcomes. In the current research, we studied the effects of particular communicative features in determining the outcomes of collaborative recall in intimate groups. We tested 39 older, long-married couples. They completed a non-personal recall task (name all the countries in Europe) and a personal recall task (name all your mutual friends), both separately and together. When they collaborated, we recorded their conversation. We coded for specific \"communication variables\" and obtained measures of \"conversational style.\" Overall, we found two clusters of communication variables positively associated with collaborative success: (a) cuing each other, responding to cues, and repeating each other; and (b) making positive statements about memory performance and persisting with the task. A negative cluster of behaviors-correcting each other, having uneven expertise, and strategy disagreements-was associated with less interactive, more \"monologue\" style of collaboration, but not with overall recall performance. We discuss our results in terms of the importance of different conversational processes in driving the heterogeneous outcomes of group remembering in intimate groups, suggesting that a focus on recall output alone limits our understanding of conversational remembering. ","more_info":"Celia B. Harris, Amanda J. Barnier, John Sutton, and Greg Savage. 2019. Features of successful and unsuccessful collaborative memory conversations in long-married couples. Topics in Cognitive Science 11 (4), 668-686.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Topics in Cognitive Science"},"translated_abstract":"While we often engage in conversational reminiscing with loved ones, the effects of these conversations on our memory performance remain poorly understood. On the one hand, Wegner's transactive memory theory predicts that intimate groups experience benefits from remembering together. On the other hand, research on collaborative recall has shown costs of shared remembering in groups of strangers-at least in terms of number of items recalled-and even in intimate groups there is heterogeneity in outcomes. In the current research, we studied the effects of particular communicative features in determining the outcomes of collaborative recall in intimate groups. We tested 39 older, long-married couples. They completed a non-personal recall task (name all the countries in Europe) and a personal recall task (name all your mutual friends), both separately and together. When they collaborated, we recorded their conversation. We coded for specific \"communication variables\" and obtained measures of \"conversational style.\" Overall, we found two clusters of communication variables positively associated with collaborative success: (a) cuing each other, responding to cues, and repeating each other; and (b) making positive statements about memory performance and persisting with the task. A negative cluster of behaviors-correcting each other, having uneven expertise, and strategy disagreements-was associated with less interactive, more \"monologue\" style of collaboration, but not with overall recall performance. We discuss our results in terms of the importance of different conversational processes in driving the heterogeneous outcomes of group remembering in intimate groups, suggesting that a focus on recall output alone limits our understanding of conversational remembering. ","internal_url":"https://www.academia.edu/42916668/Features_of_Successful_and_Unsuccessful_Collaborative_Memory_Conversations_in_Long_Married_Couples_Harris_Barnier_Sutton_and_Savage_","translated_internal_url":"","created_at":"2020-05-01T19:06:13.584-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":34470859,"work_id":42916668,"tagging_user_id":176044,"tagged_user_id":872424,"co_author_invite_id":null,"email":"c***s@mq.edu.au","affiliation":"Western Sydney University","display_order":1,"name":"Celia Harris","title":"Features of Successful and Unsuccessful Collaborative Memory Conversations in Long-Married Couples (Harris, Barnier, Sutton, \u0026 Savage)"},{"id":34470860,"work_id":42916668,"tagging_user_id":176044,"tagged_user_id":221702,"co_author_invite_id":null,"email":"a***r@mq.edu.au","affiliation":"Macquarie University","display_order":2,"name":"Amanda Barnier","title":"Features of Successful and Unsuccessful Collaborative Memory Conversations in Long-Married Couples (Harris, Barnier, Sutton, \u0026 Savage)"}],"downloadable_attachments":[{"id":63166921,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/63166921/thumbnails/1.jpg","file_name":"2018-Harris_et_al-TopiCS20200501-27484-18mj4d2.pdf","download_url":"https://www.academia.edu/attachments/63166921/download_file","bulk_download_file_name":"Features_of_Successful_and_Unsuccessful.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/63166921/2018-Harris_et_al-TopiCS20200501-27484-18mj4d2-libre.pdf?1588391657=\u0026response-content-disposition=attachment%3B+filename%3DFeatures_of_Successful_and_Unsuccessful.pdf\u0026Expires=1744238894\u0026Signature=X2S3ghhcRZySXC1qluD29CrTwWspQqIiUMP3ImRTq54AfcXWeua1EXYcu0zc5CaZ1WPlI84Z9edMVqKwGINbwwBu3EpnrcuSAj3OtkLn~Hi81TZ5s5M-ShRqB--erZ9DCbVkvN9lcaSZLDprHCzPUf1mS3PknbxpCp8s587EAoRgG3UGV6NgQIZQmY6LA0TWeObyY0s3ng8uZEd~kMMa9QLceY6Ku90xCMtvy4pgUZzi~g7VMgYMdGOFy5NUpouGxTYsD85wluIW~z5p8nqeJVvnjc3dxrI5BtUn1~xxXqeHiW3XMZDEhf5Ir5xLpPc~KaEi8nMESLm7H4cnerGZ5A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Features_of_Successful_and_Unsuccessful_Collaborative_Memory_Conversations_in_Long_Married_Couples_Harris_Barnier_Sutton_and_Savage_","translated_slug":"","page_count":19,"language":"en","content_type":"Work","summary":"While we often engage in conversational reminiscing with loved ones, the effects of these conversations on our memory performance remain poorly understood. On the one hand, Wegner's transactive memory theory predicts that intimate groups experience benefits from remembering together. On the other hand, research on collaborative recall has shown costs of shared remembering in groups of strangers-at least in terms of number of items recalled-and even in intimate groups there is heterogeneity in outcomes. In the current research, we studied the effects of particular communicative features in determining the outcomes of collaborative recall in intimate groups. We tested 39 older, long-married couples. They completed a non-personal recall task (name all the countries in Europe) and a personal recall task (name all your mutual friends), both separately and together. When they collaborated, we recorded their conversation. We coded for specific \"communication variables\" and obtained measures of \"conversational style.\" Overall, we found two clusters of communication variables positively associated with collaborative success: (a) cuing each other, responding to cues, and repeating each other; and (b) making positive statements about memory performance and persisting with the task. A negative cluster of behaviors-correcting each other, having uneven expertise, and strategy disagreements-was associated with less interactive, more \"monologue\" style of collaboration, but not with overall recall performance. We discuss our results in terms of the importance of different conversational processes in driving the heterogeneous outcomes of group remembering in intimate groups, suggesting that a focus on recall output alone limits our understanding of conversational remembering. ","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":63166921,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/63166921/thumbnails/1.jpg","file_name":"2018-Harris_et_al-TopiCS20200501-27484-18mj4d2.pdf","download_url":"https://www.academia.edu/attachments/63166921/download_file","bulk_download_file_name":"Features_of_Successful_and_Unsuccessful.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/63166921/2018-Harris_et_al-TopiCS20200501-27484-18mj4d2-libre.pdf?1588391657=\u0026response-content-disposition=attachment%3B+filename%3DFeatures_of_Successful_and_Unsuccessful.pdf\u0026Expires=1744238894\u0026Signature=X2S3ghhcRZySXC1qluD29CrTwWspQqIiUMP3ImRTq54AfcXWeua1EXYcu0zc5CaZ1WPlI84Z9edMVqKwGINbwwBu3EpnrcuSAj3OtkLn~Hi81TZ5s5M-ShRqB--erZ9DCbVkvN9lcaSZLDprHCzPUf1mS3PknbxpCp8s587EAoRgG3UGV6NgQIZQmY6LA0TWeObyY0s3ng8uZEd~kMMa9QLceY6Ku90xCMtvy4pgUZzi~g7VMgYMdGOFy5NUpouGxTYsD85wluIW~z5p8nqeJVvnjc3dxrI5BtUn1~xxXqeHiW3XMZDEhf5Ir5xLpPc~KaEi8nMESLm7H4cnerGZ5A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology"},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology"},{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication"},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":11455,"name":"Social and Collective Memory","url":"https://www.academia.edu/Documents/in/Social_and_Collective_Memory"},{"id":18214,"name":"Social Memory","url":"https://www.academia.edu/Documents/in/Social_Memory"},{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory"},{"id":57912,"name":"Marriage","url":"https://www.academia.edu/Documents/in/Marriage"},{"id":341511,"name":"Couples Relationships","url":"https://www.academia.edu/Documents/in/Couples_Relationships"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-42916668-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="36750226"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36750226/Cognition_and_the_Web_Extended_transactive_or_scaffolded"><img alt="Research paper thumbnail of Cognition and the Web: Extended, transactive or scaffolded?" class="work-thumbnail" src="https://attachments.academia-assets.com/62037280/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36750226/Cognition_and_the_Web_Extended_transactive_or_scaffolded">Cognition and the Web: Extended, transactive or scaffolded?</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://tilburguniversity.academia.edu/RichardHeersmink">Richard Heersmink</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a></span></div><div class="wp-workCard_item"><span>Erkenntnis</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the history of external information systems, the World Wide Web presents a significant change ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the history of external information systems, the World Wide Web presents a significant change in terms of the accessibility and amount of available information. Constant access to various kinds of online information has consequences for the way we think, act and remember. Philosophers and cognitive scientists have recently started to examine the interactions between the human mind and the Web, mainly focussing on the way online information influences our biological memory systems. In this article, we use concepts from the extended cognition and distributed cognition frameworks and from transactive memory theory to analyse the cognitive relations between humans and the Web. We first argue that while neither of these approaches neatly capture the nature of human-Web interactions, both offer useful concepts to describe aspects of such interactions. We then conceptualize relations between the Web and its users in terms of cognitive integration, arguing that most current Web applications are not deeply integrated and are better seen as a scaffold for memory and cognition. Some highly personalised applications accessed on wearable computing devices, however, may already have the capacity for deep integration. Finally, we draw out some of the epistemic implications of our cognitive analysis.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-36750226-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-36750226-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/12129398/table-1-cognition-and-the-web-extended-transactive-or"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/62037280/table_001.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-36750226-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="73a0962be77b48983aa3500c7e816761" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":62037280,"asset_id":36750226,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/62037280/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36750226"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36750226"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36750226; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36750226]").text(description); $(".js-view-count[data-work-id=36750226]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36750226; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36750226']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "73a0962be77b48983aa3500c7e816761" } } $('.js-work-strip[data-work-id=36750226]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36750226,"title":"Cognition and the Web: Extended, transactive or scaffolded?","translated_title":"","metadata":{"issue":"1","volume":"85","abstract":"In the history of external information systems, the World Wide Web presents a significant change in terms of the accessibility and amount of available information. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-36750226-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2654761"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2654761/Distributed_Cognition_and_Memory_Research_history_and_current_directions_Michaelian_and_Sutton_"><img alt="Research paper thumbnail of Distributed Cognition and Memory Research: history and current directions [Michaelian & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/30657984/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2654761/Distributed_Cognition_and_Memory_Research_history_and_current_directions_Michaelian_and_Sutton_">Distributed Cognition and Memory Research: history and current directions [Michaelian & Sutton]</a></div><div class="wp-workCard_item"><span>Review of Philosophy and Psychology</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">According to the hypotheses of distributed and extended cognition, remembering does not always oc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">According to the hypotheses of distributed and extended cognition, remembering does not always occur entirely inside the brain but is often distributed across heterogeneous systems combining neural, bodily, social, and technological resources. These ideas have been intensely debated in philosophy, but the philosophical debate has often remained at some distance from relevant empirical research, while empirical memory research, in particular, has been somewhat slow to incorporate distributed/extended ideas. This situation, however, appears to be changing, as we witness an increasing level of interaction between the philosophy and the empirical research. In this editorial, we provide a high-level historical overview of the development of the debates around the hypotheses of distributed and extended cognition, as well as relevant theory and empirical research on memory, considering both the role of memory in theoretical debates around distributed/extended ideas and strands of memory research that resonate with those ideas; we emphasize recent trends towards increased interaction, including new empirical paradigms for investigating distributed memory systems. We then provide an overview of the special issue itself, drawing out a number of general implications from the contributions, and conclude by sketching promising directions for future research on distributed memory. K. Michaelian ( ) BilkentÜniversitesi,</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cd070dc2f80eb8268d32b7c373490c9a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30657984,"asset_id":2654761,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30657984/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2654761"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2654761"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2654761; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2654761]").text(description); $(".js-view-count[data-work-id=2654761]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2654761; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2654761']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cd070dc2f80eb8268d32b7c373490c9a" } } $('.js-work-strip[data-work-id=2654761]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2654761,"title":"Distributed Cognition and Memory Research: history and current directions [Michaelian \u0026 Sutton]","translated_title":"","metadata":{"ai_title_tag":"Memory in Distributed Cognition: History and Future Directions","grobid_abstract":"According to the hypotheses of distributed and extended cognition, remembering does not always occur entirely inside the brain but is often distributed across heterogeneous systems combining neural, bodily, social, and technological resources. 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Recent debates have revolved around the possibility that cognition can be distributed across individuals and material resources, as well as across groups of <br />individuals. We review evidence from a maturing program of empirical research in which we adopted the lens of distributed cognition to gain new insights into the ways that remembering might be shared in groups. Across four studies, we examined shared remembering in intimate couples. We studied their collaboration on more simple memory tasks as well as their conversations about shared past experiences. We also asked <br />them about their everyday memory compensation strategies in order to investigate the complex ways that couples may coordinate their material and interpersonal resources. We discuss our research in terms of the costs and benefits of shared remembering, features of the group and features of the remembering task that influence the outcomes of shared remembering, the cognitive and interpersonal functions of shared <br />remembering, and the interaction between social and material resources. More broadly, this interdisciplinary research program suggests the potential for empirical psychology research to contribute to ongoing interdisciplinary discussions of distributed cognition.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="86e03fe1fbdd84a1bea0aae1ae515548" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33990363,"asset_id":7400288,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33990363/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7400288"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7400288"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7400288; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7400288]").text(description); $(".js-view-count[data-work-id=7400288]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7400288; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7400288']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "86e03fe1fbdd84a1bea0aae1ae515548" } } $('.js-work-strip[data-work-id=7400288]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7400288,"title":"Couples as socially distributed cognitive systems: remembering in everyday social and material contexts [Harris, Barnier, Sutton, \u0026 Keil]","translated_title":"","metadata":{"abstract":"In everyday life remembering occurs within social contexts, and theories from a number of disciplines predict cognitive and social benefits of shared remembering. 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We discuss our research in terms of the costs and benefits of shared remembering, features of the group and features of the remembering task that influence the outcomes of shared remembering, the cognitive and interpersonal functions of shared\r\nremembering, and the interaction between social and material resources. More broadly, this interdisciplinary research program suggests the potential for empirical psychology research to contribute to ongoing interdisciplinary discussions of distributed cognition.","more_info":"Celia B. Harris, Amanda J. Barnier, John Sutton, and Paul G. Keil. ","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Memory Studies 7 (3), 285-297 DOI: 10.1177/1750698014530619."},"translated_abstract":"In everyday life remembering occurs within social contexts, and theories from a number of disciplines predict cognitive and social benefits of shared remembering. 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Recent debates have revolved around the possibility that cognition can be distributed across individuals and material resources, as well as across groups of\r\nindividuals. We review evidence from a maturing program of empirical research in which we adopted the lens of distributed cognition to gain new insights into the ways that remembering might be shared in groups. Across four studies, we examined shared remembering in intimate couples. We studied their collaboration on more simple memory tasks as well as their conversations about shared past experiences. We also asked\r\nthem about their everyday memory compensation strategies in order to investigate the complex ways that couples may coordinate their material and interpersonal resources. We discuss our research in terms of the costs and benefits of shared remembering, features of the group and features of the remembering task that influence the outcomes of shared remembering, the cognitive and interpersonal functions of shared\r\nremembering, and the interaction between social and material resources. More broadly, this interdisciplinary research program suggests the potential for empirical psychology research to contribute to ongoing interdisciplinary discussions of distributed cognition.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":33990363,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/33990363/thumbnails/1.jpg","file_name":"2014-Harris-Memory-Studies.pdf","download_url":"https://www.academia.edu/attachments/33990363/download_file","bulk_download_file_name":"Couples_as_socially_distributed_cognitiv.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/33990363/2014-Harris-Memory-Studies-libre.pdf?1403198576=\u0026response-content-disposition=attachment%3B+filename%3DCouples_as_socially_distributed_cognitiv.pdf\u0026Expires=1744238895\u0026Signature=HxS~jlQjyQIIAUKJsJLVSCtGhs2pcyiAPSxpuPkELCI5SmN5qXJ-1CMr68PAa9XYgmxm7baVzpmRAfdTo77HlwoSDnMqKZeBqrfkmDk-hAdH7i1~ITwjmuY3mHgF5ydo4rJYaNOo82WHaEaYeVFSXk9JlvVkVM-CmP14pLNtV2EIMdHSFvkir8srvMWu6F6W8E-Oflz9ouF-TBLRA~OZfALqw9ytFrcdsHbARakKfwV8s5Q8igaH8tbewWf4GiBBU9OqNbrDVIcwLgO6mCyT~EPyZBFJGTOxw0q-FE1g9wIXc2bFN42kKM1tR79Wde43eUUryykIk4EkbXalAh6-wQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis"},{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication"},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":2473,"name":"Material Culture Studies","url":"https://www.academia.edu/Documents/in/Material_Culture_Studies"},{"id":2582,"name":"Interdisciplinarity","url":"https://www.academia.edu/Documents/in/Interdisciplinarity"},{"id":2847,"name":"Conversation Analysis","url":"https://www.academia.edu/Documents/in/Conversation_Analysis"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":11455,"name":"Social and Collective Memory","url":"https://www.academia.edu/Documents/in/Social_and_Collective_Memory"},{"id":18214,"name":"Social Memory","url":"https://www.academia.edu/Documents/in/Social_Memory"},{"id":24342,"name":"Conversation","url":"https://www.academia.edu/Documents/in/Conversation"},{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory"},{"id":33457,"name":"Material Culture","url":"https://www.academia.edu/Documents/in/Material_Culture"},{"id":34960,"name":"Emergence","url":"https://www.academia.edu/Documents/in/Emergence"},{"id":44454,"name":"Scaffolding","url":"https://www.academia.edu/Documents/in/Scaffolding"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":50765,"name":"Couples","url":"https://www.academia.edu/Documents/in/Couples"},{"id":78199,"name":"Intimate Relationships","url":"https://www.academia.edu/Documents/in/Intimate_Relationships"},{"id":97733,"name":"Shared memory","url":"https://www.academia.edu/Documents/in/Shared_memory"},{"id":107907,"name":"Compensation","url":"https://www.academia.edu/Documents/in/Compensation"},{"id":140806,"name":"Memory Systems","url":"https://www.academia.edu/Documents/in/Memory_Systems"},{"id":341511,"name":"Couples Relationships","url":"https://www.academia.edu/Documents/in/Couples_Relationships"},{"id":1152971,"name":"Collaborative Memory","url":"https://www.academia.edu/Documents/in/Collaborative_Memory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-7400288-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="42916690"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42916690/Does_collaboration_with_an_intimate_partner_support_memory_performance_An_exploratory_case_series_of_people_with_epilepsy_or_acquired_brain_injury_Baird_Harris_Harris_Sutton_Miller_Barnier_"><img alt="Research paper thumbnail of Does collaboration with an intimate partner support memory performance? An exploratory case series of people with epilepsy or acquired brain injury (Baird, Harris, Harris, Sutton, Miller, Barnier)" class="work-thumbnail" src="https://attachments.academia-assets.com/63166953/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916690/Does_collaboration_with_an_intimate_partner_support_memory_performance_An_exploratory_case_series_of_people_with_epilepsy_or_acquired_brain_injury_Baird_Harris_Harris_Sutton_Miller_Barnier_">Does collaboration with an intimate partner support memory performance? An exploratory case series of people with epilepsy or acquired brain injury (Baird, Harris, Harris, Sutton, Miller, Barnier)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://unsw.academia.edu/sophiaaharris">Sophia A Harris</a></span></div><div class="wp-workCard_item"><span>Neurorehabilitation</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">BACKGROUND: Intimate couples can become cognitively interdependent over time. If one member of th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">BACKGROUND: Intimate couples can become cognitively interdependent over time. If one member of the couple has a neu-rological condition with associated cognitive impairments, their partner can support or 'scaffold' their cognitive functioning through collaboration. OBJECTIVE: We explored the phenomenon of 'collaborative memory' in a case series of 9 couples in which one member had a neurological condition, specifically an acquired brain injury (ABI; n = 7) or epilepsy (n = 2). METHODS: To investigate collaborative memory, we compared the performance of the patient when remembering alone versus their performance in collaboration with their partner on three memory tasks, assessing anterograde, semantic, and autobiographical memory. RESULTS: We found that across all tasks and participants, collaboration typically increased overall memory performance (total score), but the patient's contribution to the task was typically lower when they collaborated compared with when they performed the task alone. We identified two distinct styles of collaboration which we termed 'survival scaffolding' (where the healthy partner 'takes over' memory recall) and 'stability scaffolding' (where the healthy partner cues and structures the patient's recall). CONCLUSION: This exploratory case series contributes to the sparse literature on memory collaboration in people with neurological conditions. Our findings suggest that there are different styles of collaboration that can both help and hinder memory performance.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-42916690-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-42916690-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/16055036/table-1-demographics-of-participants-with-abi-or-epilepsy"><img alt="Demographics of participants with ABI or epilepsy Performance on the Test of Premorbid Function. Main findings of comprehensive neuropsychological assessment. Memory assessment comprised verbal and visual recall memory tasks, and in Case 9 only autobiographical memory was also assessed due to this being her main memory complaint. Rship = relationship; yrs = years; mths = months. Table 1 " class="figure-slide-image" src="https://figures.academia-assets.com/63166953/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/16055039/table-2-ladle-personal-assessment-of-intimacy-in"><img alt="Ladle 2 Personal Assessment of Intimacy in Relationships (PAIR) scores by couple. Max score = 180. Higher scores indicate greater assessment of relationship intimacy Speech (13 items), Reading and Writing (4 items), Faces and Places (6 items), Actions (6 items), and Learning New Things (6 items). Participants rate how frequently each memory failure item has occurred over the past month on a 5-point Likert scale (for sub-scales 1-4, 0 =never, 4= several times a day; for sub-scale 5, O=never, 4=0n every occasion). Each patient completed the EMQ in relation to themselves, while the healthy participants completed the EMQ in relation to their partner with an ABI or epilepsy. Results were scored out of a possible maximum of 140, with higher scores indicating greater frequency of everyday memory failures. " class="figure-slide-image" src="https://figures.academia-assets.com/63166953/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/16055042/table-2-everyday-memory-questionnaire-emq-scores-max-score"><img alt="Everyday Memory Questionnaire (EMQ) scores. Max score = 140. Higher scores indicate more frequent memory failures Case 3 was a 51-year-old man who had a left cere- bellar stroke 11 months prior to his participation in the study. He had been married to his wife for 30 years. Their relationship intimacy ratings on the PAIR were well matched (see Table 2). His wife rated him as having slightly fewer difficulties than his self-rating on the EMQ (see Table 3). Their relationship intimacy ratings on the PAIR were " class="figure-slide-image" src="https://figures.academia-assets.com/63166953/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/16055044/table-4-session-session-collab-collaboration-patients"><img alt="S1=Session 1; S2 = Session 2; collab = collaboration. Patients’ individual (Session 1) and Couples’ collaborative (Session 2) scores on (a) verbal learning and (b) long-delay free recall on the CVLT, and their individual contribution during collaboration " class="figure-slide-image" src="https://figures.academia-assets.com/63166953/table_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/16055047/table-5-session-session-collab-collaboration-patients"><img alt="S1=Session 1; S2 = Session 2; collab = collaboration, Patients’ individual (Session 1) and Couples’ collaborative (Session.2) scores on the Mutual Friends task, patients’ individual contribution during Session 2 collaboration, number of new items contributed by the patient in Session 2, and number of previously (Session 1) recalled items contributed by the healthy partner during collaboration (Session 2) " class="figure-slide-image" src="https://figures.academia-assets.com/63166953/table_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/16055050/table-6-patients-individual-session-and-couples"><img alt="Patients’ individual (Session 1) and Couples’ collaborative (Session 2) scores on the First Meeting task, and patient’s individual contribution during collaboration (Session 2) S1=Session 1; $2 = Session 2; collab = collaboration. " class="figure-slide-image" src="https://figures.academia-assets.com/63166953/table_006.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/16055053/table-7-means-compared-by-scaffolding-style-session"><img alt="Means compared by scaffolding style. S1 =Session 1 (Individual). S2 = Session 2 (Collaborative). SD = Standard Deviation. ‘Survival’ Group n= 3, ‘Stability’ Group n=: In previous. research focusing on healthy younger and older adults, inhibition and facilitation have been indexed at the couple level: does the couple as a unit recall more or less together compared to separately? In the case of neurological impairment, it is infor- mative to conceptualise collaborative inhibition and facilitation as occurring at both the couple and indi- vidual level, such that an individual with cognitive impairment might be facilitated when remembering with their partner. overall memory performance (total score) and the contribution of people with ABI or epilepsy during collaboration across three memory tasks assessing verbal learning and delayed recall, semantic and episodic, specifically autobiographical memory func- tions. Table 7 " class="figure-slide-image" src="https://figures.academia-assets.com/63166953/table_007.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-42916690-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d98097701d3bcdc760428bfe2affc312" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63166953,"asset_id":42916690,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63166953/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916690"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916690"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916690; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916690]").text(description); $(".js-view-count[data-work-id=42916690]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916690; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916690']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d98097701d3bcdc760428bfe2affc312" } } $('.js-work-strip[data-work-id=42916690]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916690,"title":"Does collaboration with an intimate partner support memory performance? 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RESULTS: We found that across all tasks and participants, collaboration typically increased overall memory performance (total score), but the patient's contribution to the task was typically lower when they collaborated compared with when they performed the task alone. We identified two distinct styles of collaboration which we termed 'survival scaffolding' (where the healthy partner 'takes over' memory recall) and 'stability scaffolding' (where the healthy partner cues and structures the patient's recall). CONCLUSION: This exploratory case series contributes to the sparse literature on memory collaboration in people with neurological conditions. Our findings suggest that there are different styles of collaboration that can both help and hinder memory performance.","more_info":"Amee Baird, Celia B. Harris, Sophia A. Harris, John Sutton, Laurie A. Miller, \u0026 Amanda J. Barnier. 2019. Does collaboration with an intimate partner support memory performance? 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If one member of the couple has a neu-rological condition with associated cognitive impairments, their partner can support or 'scaffold' their cognitive functioning through collaboration. OBJECTIVE: We explored the phenomenon of 'collaborative memory' in a case series of 9 couples in which one member had a neurological condition, specifically an acquired brain injury (ABI; n = 7) or epilepsy (n = 2). METHODS: To investigate collaborative memory, we compared the performance of the patient when remembering alone versus their performance in collaboration with their partner on three memory tasks, assessing anterograde, semantic, and autobiographical memory. RESULTS: We found that across all tasks and participants, collaboration typically increased overall memory performance (total score), but the patient's contribution to the task was typically lower when they collaborated compared with when they performed the task alone. We identified two distinct styles of collaboration which we termed 'survival scaffolding' (where the healthy partner 'takes over' memory recall) and 'stability scaffolding' (where the healthy partner cues and structures the patient's recall). CONCLUSION: This exploratory case series contributes to the sparse literature on memory collaboration in people with neurological conditions. Our findings suggest that there are different styles of collaboration that can both help and hinder memory performance.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":63166953,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/63166953/thumbnails/1.jpg","file_name":"2019-Baird-neurorehab20200501-108647-inls0i.pdf","download_url":"https://www.academia.edu/attachments/63166953/download_file","bulk_download_file_name":"Does_collaboration_with_an_intimate_part.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/63166953/2019-Baird-neurorehab20200501-108647-inls0i-libre.pdf?1588392072=\u0026response-content-disposition=attachment%3B+filename%3DDoes_collaboration_with_an_intimate_part.pdf\u0026Expires=1744238895\u0026Signature=FLEN~ZSohCzVLDfx1jgxuyWkmV55ki8IO618qtmarK0GhmMJ2n8EMTe2jXY2dqKYngSCQJwCDZOnLp6ruPFIS31pIgbclQwU8FRAON8LJHk68ZBxSW9Ky3K0K8X-ZrIh5p-1h5bcrE-zKzHNGeHb55bMdeDW9X96isOBQFspfxYzqOoyRk60oolbVrTWy4R~LQN9gdHny65AF3ekoQ-IorcJbYJ-AmypMW906JM4qn8RfbgbIzY4VsvaZQsf-tMvl8RPaN8gFVxZe4Ui98J-9CA6gVVLwAtEeruXoib27p2HbnC250Pk6-B1yK9Vs4~6FFp1CtfrkYOFb6nbE2pKVA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication"},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition"},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration"},{"id":7648,"name":"Epilepsy","url":"https://www.academia.edu/Documents/in/Epilepsy"},{"id":10498,"name":"Extended Mind","url":"https://www.academia.edu/Documents/in/Extended_Mind"},{"id":18214,"name":"Social Memory","url":"https://www.academia.edu/Documents/in/Social_Memory"},{"id":57912,"name":"Marriage","url":"https://www.academia.edu/Documents/in/Marriage"},{"id":82371,"name":"Extended Cognition","url":"https://www.academia.edu/Documents/in/Extended_Cognition"},{"id":341511,"name":"Couples Relationships","url":"https://www.academia.edu/Documents/in/Couples_Relationships"},{"id":484870,"name":"Acquired Brain Injury","url":"https://www.academia.edu/Documents/in/Acquired_Brain_Injury"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-42916690-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="33969457"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33969457/Going_episodic_collaborative_inhibition_and_facilitation_when_long_married_couples_remember_together_Harris_Barnier_Sutton_Keil_and_Dixon_"><img alt="Research paper thumbnail of 'Going episodic': collaborative inhibition and facilitation when long-married couples remember together [Harris, Barnier, Sutton, Keil, & Dixon]" class="work-thumbnail" src="https://attachments.academia-assets.com/53924732/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33969457/Going_episodic_collaborative_inhibition_and_facilitation_when_long_married_couples_remember_together_Harris_Barnier_Sutton_Keil_and_Dixon_">'Going episodic': collaborative inhibition and facilitation when long-married couples remember together [Harris, Barnier, Sutton, Keil, & Dixon]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/CeliaHarris">Celia Harris</a></span></div><div class="wp-workCard_item"><span>Memory</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Two complementary approaches to the study of collaborative remembering have produced contrasting ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Two complementary approaches to the study of collaborative remembering have produced contrasting results. In the experimental “collaborative recall” approach within cognitive psychology, collaborative remembering typically results in “collaborative inhibition”: laboratory groups recall fewer items than their estimated potential. In the cognitive ageing approach, collaborative remembering with a partner or spouse may provide cueing and support to benefit older adults’ performance on everyday memory tasks. To combine the value of experimental and cognitive ageing approaches, we tested the effects of collaborative remembering in older, long-married couples who recalled a non-personal word list and a personal semantic list of shared trips. We scored amount recalled as well as the kinds of details remembered. We found evidence for collaborative inhibition across both tasks when scored strictly as number of list items recalled. However, we found collaborative facilitation of specific episodic details on the personal semantic list, details which were not strictly required for the completion of the task. In fact, there was a trade-off between recall of specific episodic details and number of trips recalled during collaboration. We discuss these results in terms of the functions of shared remembering and what constitutes memory success, particularly for intimate groups and for older adults.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1d58c50023c4e399955735f37357d879" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53924732,"asset_id":33969457,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53924732/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33969457"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33969457"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33969457; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33969457]").text(description); $(".js-view-count[data-work-id=33969457]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33969457; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33969457']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1d58c50023c4e399955735f37357d879" } } $('.js-work-strip[data-work-id=33969457]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33969457,"title":"'Going episodic': collaborative inhibition and facilitation when long-married couples remember together [Harris, Barnier, Sutton, Keil, \u0026 Dixon]","translated_title":"","metadata":{"issue":"8","volume":"25","abstract":"Two complementary approaches to the study of collaborative remembering have produced contrasting results. 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However, we found collaborative facilitation of specific episodic details on the personal semantic list, details which were not strictly required for the completion of the task. In fact, there was a trade-off between recall of specific episodic details and number of trips recalled during collaboration. We discuss these results in terms of the functions of shared remembering and what constitutes memory success, particularly for intimate groups and for older adults.","ai_title_tag":"Collaborative Remembering in Long-Married Couples: Inhibition and Facilitation","page_numbers":"1148-1159","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Memory"},"translated_abstract":"Two complementary approaches to the study of collaborative remembering have produced contrasting results. 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However, we found collaborative facilitation of specific episodic details on the personal semantic list, details which were not strictly required for the completion of the task. In fact, there was a trade-off between recall of specific episodic details and number of trips recalled during collaboration. 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Participants recalled four autobiographical events. A week later, participants described these events to a confederate, who described scripted “memories.” They then summarised each other’s recall. When summarising participants’ memories, confederates inserted two specific new details. Finally, participants recalled the events individually. We scored final individual recall for suggested contagion (new details inserted by confederates) and unsuggested contagion (new details consistent with confederates’ scripted memories but not suggested). We found social contagion for autobiographical memories: at final recall, 30% of participants recalled at least one suggested detail. Notably, at final recall, 90% of participants recalled at least one unsuggested detail from confederates’ scripted memories. Thus, social interaction, even if fairly minimal, can result in the transmission of specific details into memory for personal, autobiographical events.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-34676794-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-34676794-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26478147/table-1-suggested-contagion-details"><img alt="Suggested Contagion Details " class="figure-slide-image" src="https://figures.academia-assets.com/54536129/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26478205/table-2-note-values-are-mean-proportion-of-events-containing"><img alt="Note. Values are mean proportion of events containing details scored as contagion; values in parentheses are standard deviations. Proportion of Suggested Contagion and Unsuggested Contagion Reported For Each Event Across Conditions " class="figure-slide-image" src="https://figures.academia-assets.com/54536129/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/26478309/table-3-note-values-are-mean-number-of-details-idea-units"><img alt="Note. Values are mean number of details (idea units); values in parentheses are standard deviations. Mean Number of Added and Omitted Details, By Event " class="figure-slide-image" src="https://figures.academia-assets.com/54536129/table_003.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-34676794-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fca13483e24f4b82ce575390615783e9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54536129,"asset_id":34676794,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54536129/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34676794"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34676794"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34676794; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34676794]").text(description); $(".js-view-count[data-work-id=34676794]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34676794; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34676794']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fca13483e24f4b82ce575390615783e9" } } $('.js-work-strip[data-work-id=34676794]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34676794,"title":"Social contagion of autobiographical memories [Harris, Barnier, Sutton, Khan]","translated_title":"","metadata":{"doi":"10.1016/j.jarmac.2017.07.006","abstract":"We modified the social contagion of memory paradigm to track whether details mentioned during social interaction are transmitted to later individual recall for personal, autobiographical memories. Participants recalled four autobiographical events. A week later, participants described these events to a confederate, who described scripted “memories.” They then summarised each other’s recall. When summarising participants’ memories, confederates inserted two specific new details. Finally, participants recalled the events individually. We scored final individual recall for suggested contagion (new details inserted by confederates) and unsuggested contagion (new details consistent with confederates’ scripted memories but not suggested). We found social contagion for autobiographical memories: at final recall, 30% of participants recalled at least one suggested detail. Notably, at final recall, 90% of participants recalled at least one unsuggested detail from confederates’ scripted memories. Thus, social interaction, even if fairly minimal, can result in the transmission of specific details into memory for personal, autobiographical events.","publication_name":"Journal of Applied Research in Memory and Cognition"},"translated_abstract":"We modified the social contagion of memory paradigm to track whether details mentioned during social interaction are transmitted to later individual recall for personal, autobiographical memories. Participants recalled four autobiographical events. A week later, participants described these events to a confederate, who described scripted “memories.” They then summarised each other’s recall. When summarising participants’ memories, confederates inserted two specific new details. Finally, participants recalled the events individually. We scored final individual recall for suggested contagion (new details inserted by confederates) and unsuggested contagion (new details consistent with confederates’ scripted memories but not suggested). We found social contagion for autobiographical memories: at final recall, 30% of participants recalled at least one suggested detail. Notably, at final recall, 90% of participants recalled at least one unsuggested detail from confederates’ scripted memories. Thus, social interaction, even if fairly minimal, can result in the transmission of specific details into memory for personal, autobiographical events.","internal_url":"https://www.academia.edu/34676794/Social_contagion_of_autobiographical_memories_Harris_Barnier_Sutton_Khan_","translated_internal_url":"","created_at":"2017-09-25T19:10:46.471-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":54536129,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54536129/thumbnails/1.jpg","file_name":"2017-Harris-JARMAC-SCAM.pdf","download_url":"https://www.academia.edu/attachments/54536129/download_file","bulk_download_file_name":"Social_contagion_of_autobiographical_mem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54536129/2017-Harris-JARMAC-SCAM-libre.pdf?1506393012=\u0026response-content-disposition=attachment%3B+filename%3DSocial_contagion_of_autobiographical_mem.pdf\u0026Expires=1744238895\u0026Signature=dLXm6wsowFfOimHtK1aop5SikcDgfmYBsmiA76t-u9rClueGU6rYKxty5C8YYHyjAEeO1SuIAqY5bR0-mHd7o94K-8dRZs-50J1NswexwcRoUGbVU~XsAEthVrME4t4znpLAEEMRxR8K04dhJhOdMEtAdNKqXL~zTvrMJ~2Grcxr8TLvl1fPAgS6Z3XdhWCJcHA5fOemloWV4IEGiqEqpYQxj6M21w3BqYdX0Q4GeEmzDqzWdH5XujcNZTiZYf9gg49BjYtzv8msg3kO7sME8J-WoNnqk4M9bf0s4p~GNx-ojmv8mWzC7AV08noVl-~RFK-zip5vY60OCmxOQRVPWg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Social_contagion_of_autobiographical_memories_Harris_Barnier_Sutton_Khan_","translated_slug":"","page_count":9,"language":"en","content_type":"Work","summary":"We modified the social contagion of memory paradigm to track whether details mentioned during social interaction are transmitted to later individual recall for personal, autobiographical memories. Participants recalled four autobiographical events. A week later, participants described these events to a confederate, who described scripted “memories.” They then summarised each other’s recall. When summarising participants’ memories, confederates inserted two specific new details. Finally, participants recalled the events individually. We scored final individual recall for suggested contagion (new details inserted by confederates) and unsuggested contagion (new details consistent with confederates’ scripted memories but not suggested). We found social contagion for autobiographical memories: at final recall, 30% of participants recalled at least one suggested detail. Notably, at final recall, 90% of participants recalled at least one unsuggested detail from confederates’ scripted memories. Thus, social interaction, even if fairly minimal, can result in the transmission of specific details into memory for personal, autobiographical events.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":54536129,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54536129/thumbnails/1.jpg","file_name":"2017-Harris-JARMAC-SCAM.pdf","download_url":"https://www.academia.edu/attachments/54536129/download_file","bulk_download_file_name":"Social_contagion_of_autobiographical_mem.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54536129/2017-Harris-JARMAC-SCAM-libre.pdf?1506393012=\u0026response-content-disposition=attachment%3B+filename%3DSocial_contagion_of_autobiographical_mem.pdf\u0026Expires=1744238895\u0026Signature=dLXm6wsowFfOimHtK1aop5SikcDgfmYBsmiA76t-u9rClueGU6rYKxty5C8YYHyjAEeO1SuIAqY5bR0-mHd7o94K-8dRZs-50J1NswexwcRoUGbVU~XsAEthVrME4t4znpLAEEMRxR8K04dhJhOdMEtAdNKqXL~zTvrMJ~2Grcxr8TLvl1fPAgS6Z3XdhWCJcHA5fOemloWV4IEGiqEqpYQxj6M21w3BqYdX0Q4GeEmzDqzWdH5XujcNZTiZYf9gg49BjYtzv8msg3kO7sME8J-WoNnqk4M9bf0s4p~GNx-ojmv8mWzC7AV08noVl-~RFK-zip5vY60OCmxOQRVPWg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":11455,"name":"Social and Collective Memory","url":"https://www.academia.edu/Documents/in/Social_and_Collective_Memory"},{"id":18214,"name":"Social Memory","url":"https://www.academia.edu/Documents/in/Social_Memory"},{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory"},{"id":30603,"name":"Social Influence","url":"https://www.academia.edu/Documents/in/Social_Influence"},{"id":39727,"name":"Social Contagion","url":"https://www.academia.edu/Documents/in/Social_Contagion"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-34676794-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="42917021"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42917021/Collective_Memory_Michaelian_and_Sutton_"><img alt="Research paper thumbnail of Collective Memory (Michaelian & Sutton)" class="work-thumbnail" src="https://attachments.academia-assets.com/63167384/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42917021/Collective_Memory_Michaelian_and_Sutton_">Collective Memory (Michaelian & Sutton)</a></div><div class="wp-workCard_item"><span>The Routledge Handbook of Collective Intentionality </span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Th ere has been relatively little interaction between research on collective intentionality in ph...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Th ere has been relatively little interaction between research on collective intentionality in philosophy and research on collective memory in psychology and the social sciences. Rather than being due to a lack of mutual relevance-as this chapter will demonstrate, the two traditions are very much relevant to each other-this lack of interaction is due largely to somewhat arbitrary disciplinary barriers. But disciplinary barriers, even when arbitrary, have real consequences, and one message of this chapter is that the lack of interaction has had negative consequences for both fi elds. Psychologists and social scientists have tended not to take advantage of philosophical resources that might sharpen their analyses of collective memory. Philosophers, meanwhile, have oft en presupposed overly simple models of the interactions among group members that are at work in the formation of collective memories and collective intentional states more broadly. Th ere are thus important potential benefi ts to be realized for each fi eld through increased interaction with the other.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b3e43c39abf56239d7779dc1b6b8fa4b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63167384,"asset_id":42917021,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63167384/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42917021"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42917021"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42917021; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42917021]").text(description); $(".js-view-count[data-work-id=42917021]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42917021; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42917021']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b3e43c39abf56239d7779dc1b6b8fa4b" } } $('.js-work-strip[data-work-id=42917021]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42917021,"title":"Collective Memory (Michaelian \u0026 Sutton)","translated_title":"","metadata":{"abstract":"Th ere has been relatively little interaction between research on collective intentionality in philosophy and research on collective memory in psychology and the social sciences. Rather than being due to a lack of mutual relevance-as this chapter will demonstrate, the two traditions are very much relevant to each other-this lack of interaction is due largely to somewhat arbitrary disciplinary barriers. But disciplinary barriers, even when arbitrary, have real consequences, and one message of this chapter is that the lack of interaction has had negative consequences for both fi elds. Psychologists and social scientists have tended not to take advantage of philosophical resources that might sharpen their analyses of collective memory. Philosophers, meanwhile, have oft en presupposed overly simple models of the interactions among group members that are at work in the formation of collective memories and collective intentional states more broadly. Th ere are thus important potential benefi ts to be realized for each fi eld through increased interaction with the other.","more_info":"Kourken Michaelian and John Sutton. Collective memory. 2017. In Kirk Ludwig \u0026 Marija Jankovic (Eds.), The Routledge Handbook of Collective Intentionality (pp. 140-151). London: Routledge. ","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"The Routledge Handbook of Collective Intentionality "},"translated_abstract":"Th ere has been relatively little interaction between research on collective intentionality in philosophy and research on collective memory in psychology and the social sciences. Rather than being due to a lack of mutual relevance-as this chapter will demonstrate, the two traditions are very much relevant to each other-this lack of interaction is due largely to somewhat arbitrary disciplinary barriers. But disciplinary barriers, even when arbitrary, have real consequences, and one message of this chapter is that the lack of interaction has had negative consequences for both fi elds. Psychologists and social scientists have tended not to take advantage of philosophical resources that might sharpen their analyses of collective memory. Philosophers, meanwhile, have oft en presupposed overly simple models of the interactions among group members that are at work in the formation of collective memories and collective intentional states more broadly. Th ere are thus important potential benefi ts to be realized for each fi eld through increased interaction with the other.","internal_url":"https://www.academia.edu/42917021/Collective_Memory_Michaelian_and_Sutton_","translated_internal_url":"","created_at":"2020-05-01T19:51:20.351-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":63167384,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/63167384/thumbnails/1.jpg","file_name":"2017-Collective-Memory-RHCI20200501-89150-1ssrhcj.pdf","download_url":"https://www.academia.edu/attachments/63167384/download_file","bulk_download_file_name":"Collective_Memory_Michaelian_and_Sutton.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/63167384/2017-Collective-Memory-RHCI20200501-89150-1ssrhcj-libre.pdf?1588394449=\u0026response-content-disposition=attachment%3B+filename%3DCollective_Memory_Michaelian_and_Sutton.pdf\u0026Expires=1744238895\u0026Signature=Ytj758OddjbBTzTb-Mdv2rkAl125A5JLAkMiw7fY6XKCy5g6yDF6qoqMp6CoJuGjhzsvrrNoaTPhJOztygcbp~azDx0D442U3adltTDWD7QYNtw-TH9bg5HJGn0fRMKaAV3zTOq5Hhw4wo-1DOwbuuD6wXK5I9Kzz9WkAwFThiU3pxae2LyETc2VChA7x5HRKHe1kKb~GfUEMpHYXpbM0KFD9-42RBUrbctDqm34JVDKXTG62ZuvdmHNwEH51TLuk8hIR7ZvO4gDRPVbFzDB~r1scMytM6Vt6dDTS2pq47eM6Zj8pTkoWOuKsyF-HyRTXDqA272iEBCi0VmuSVtzYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Collective_Memory_Michaelian_and_Sutton_","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"Th ere has been relatively little interaction between research on collective intentionality in philosophy and research on collective memory in psychology and the social sciences. Rather than being due to a lack of mutual relevance-as this chapter will demonstrate, the two traditions are very much relevant to each other-this lack of interaction is due largely to somewhat arbitrary disciplinary barriers. But disciplinary barriers, even when arbitrary, have real consequences, and one message of this chapter is that the lack of interaction has had negative consequences for both fi elds. Psychologists and social scientists have tended not to take advantage of philosophical resources that might sharpen their analyses of collective memory. Philosophers, meanwhile, have oft en presupposed overly simple models of the interactions among group members that are at work in the formation of collective memories and collective intentional states more broadly. Th ere are thus important potential benefi ts to be realized for each fi eld through increased interaction with the other.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":63167384,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/63167384/thumbnails/1.jpg","file_name":"2017-Collective-Memory-RHCI20200501-89150-1ssrhcj.pdf","download_url":"https://www.academia.edu/attachments/63167384/download_file","bulk_download_file_name":"Collective_Memory_Michaelian_and_Sutton.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/63167384/2017-Collective-Memory-RHCI20200501-89150-1ssrhcj-libre.pdf?1588394449=\u0026response-content-disposition=attachment%3B+filename%3DCollective_Memory_Michaelian_and_Sutton.pdf\u0026Expires=1744238895\u0026Signature=Ytj758OddjbBTzTb-Mdv2rkAl125A5JLAkMiw7fY6XKCy5g6yDF6qoqMp6CoJuGjhzsvrrNoaTPhJOztygcbp~azDx0D442U3adltTDWD7QYNtw-TH9bg5HJGn0fRMKaAV3zTOq5Hhw4wo-1DOwbuuD6wXK5I9Kzz9WkAwFThiU3pxae2LyETc2VChA7x5HRKHe1kKb~GfUEMpHYXpbM0KFD9-42RBUrbctDqm34JVDKXTG62ZuvdmHNwEH51TLuk8hIR7ZvO4gDRPVbFzDB~r1scMytM6Vt6dDTS2pq47eM6Zj8pTkoWOuKsyF-HyRTXDqA272iEBCi0VmuSVtzYg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind"},{"id":2459,"name":"Social Philosophy","url":"https://www.academia.edu/Documents/in/Social_Philosophy"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":11453,"name":"Philosophy of Memory","url":"https://www.academia.edu/Documents/in/Philosophy_of_Memory"},{"id":11455,"name":"Social and Collective Memory","url":"https://www.academia.edu/Documents/in/Social_and_Collective_Memory"},{"id":11848,"name":"Social Ontology","url":"https://www.academia.edu/Documents/in/Social_Ontology"},{"id":13950,"name":"Collective Memory","url":"https://www.academia.edu/Documents/in/Collective_Memory"},{"id":16182,"name":"Collective Intentionality","url":"https://www.academia.edu/Documents/in/Collective_Intentionality"},{"id":31093,"name":"Group Cognition","url":"https://www.academia.edu/Documents/in/Group_Cognition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-42917021-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="33969506"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33969506/Collective_mental_time_travel_remembering_the_past_and_imagining_the_future_together_Michaelian_and_Sutton_"><img alt="Research paper thumbnail of Collective mental time travel: remembering the past and imagining the future together [Michaelian & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/53924822/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33969506/Collective_mental_time_travel_remembering_the_past_and_imagining_the_future_together_Michaelian_and_Sutton_">Collective mental time travel: remembering the past and imagining the future together [Michaelian & Sutton]</a></div><div class="wp-workCard_item"><span>Synthese</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bringing research on collective memory together with research on episodic future thought, Szpunar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bringing research on collective memory together with research on episodic future thought, Szpunar and Szpunar (Mem Stud 9(4):376–389, 2016) have recently developed the concept of collective future thought. Individual memory and individual future thought are increasingly seen as two forms of individual mental time travel, and it is natural to see collective memory and collective future thought as forms of collective mental time travel. But how seriously should the notion of collective mental time travel be taken? This article argues that, while collective mental time travel is disanalogous in important respects to individual mental time travel, the concept of collective mental time travel nevertheless provides a useful means of organizing existing findings, while also suggesting promising directions for future research.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="198b6d606cf5e4c0bdeee59a63733104" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53924822,"asset_id":33969506,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53924822/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33969506"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33969506"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33969506; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33969506]").text(description); $(".js-view-count[data-work-id=33969506]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33969506; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33969506']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "198b6d606cf5e4c0bdeee59a63733104" } } $('.js-work-strip[data-work-id=33969506]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33969506,"title":"Collective mental time travel: remembering the past and imagining the future together [Michaelian \u0026 Sutton]","translated_title":"","metadata":{"doi":"10.1007/s11229-017-1449-1","issue":"12","volume":"196","abstract":"Bringing research on collective memory together with research on episodic future thought, Szpunar and Szpunar (Mem Stud 9(4):376–389, 2016) have recently developed the concept of collective future thought. Individual memory and individual future thought are increasingly seen as two forms of individual mental time travel, and it is natural to see collective memory and collective future thought as forms of collective mental time travel. But how seriously should the notion of collective mental time travel be taken? This article argues that, while collective mental time travel is disanalogous in important respects to individual mental time travel, the concept of collective mental time travel nevertheless provides a useful means of organizing existing findings, while also suggesting promising directions for future research.","more_info":"Kourken Michaelian and John Sutton. 2019. Collective mental time travel: remembering the past and imagining the future together. Synthese 196 (12), 4933-4960. ","ai_title_tag":"Collective Mental Time Travel: Memory and Future Thought","page_numbers":"4933-4960","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Synthese"},"translated_abstract":"Bringing research on collective memory together with research on episodic future thought, Szpunar and Szpunar (Mem Stud 9(4):376–389, 2016) have recently developed the concept of collective future thought. Individual memory and individual future thought are increasingly seen as two forms of individual mental time travel, and it is natural to see collective memory and collective future thought as forms of collective mental time travel. But how seriously should the notion of collective mental time travel be taken? This article argues that, while collective mental time travel is disanalogous in important respects to individual mental time travel, the concept of collective mental time travel nevertheless provides a useful means of organizing existing findings, while also suggesting promising directions for future research.","internal_url":"https://www.academia.edu/33969506/Collective_mental_time_travel_remembering_the_past_and_imagining_the_future_together_Michaelian_and_Sutton_","translated_internal_url":"","created_at":"2017-07-20T07:20:10.272-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":29793910,"work_id":33969506,"tagging_user_id":176044,"tagged_user_id":null,"co_author_invite_id":6441740,"email":"k***n@otago.ac.nz","display_order":1,"name":"Kourken Michaelian","title":"Collective mental time travel: remembering the past and imagining the future together [Michaelian \u0026 Sutton]"}],"downloadable_attachments":[{"id":53924822,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53924822/thumbnails/1.jpg","file_name":"2017-Michaelian-Sutton_CMTT_Synthese.pdf","download_url":"https://www.academia.edu/attachments/53924822/download_file","bulk_download_file_name":"Collective_mental_time_travel_rememberin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53924822/2017-Michaelian-Sutton_CMTT_Synthese-libre.pdf?1500561006=\u0026response-content-disposition=attachment%3B+filename%3DCollective_mental_time_travel_rememberin.pdf\u0026Expires=1744238895\u0026Signature=K64YFgMIb23~-Q0fe0XvNwfn7b4OFcQZE1SJA6NmaLpfORnR-UYmrmkr-yYTK0KePs2lMXTj8pFJ4ZgdK6uNnFUrOvmICNyGvrkXAZU4rrisf1zpPHiEdPQpbANfkMZpBIWn4GbtZ-kScrIOHk2yDM~FrcSTlbc10-VdX8N7mSgeiyhG89l~mLja9scueUB~ZENKFgvMs8iHZo2~M0xHZQGlzUXaJqw5srFdmklrTJH~OkFBw4TsMWKCdtIPuj7bVoNym5OZV6tjXrV9Lx2Y9ef0N9yAwVRzTwEVdpLk8J11fhRmpa9DJhS4IbJJqxK4Jl3esqood5y5sOkx2uaU4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Collective_mental_time_travel_remembering_the_past_and_imagining_the_future_together_Michaelian_and_Sutton_","translated_slug":"","page_count":28,"language":"en","content_type":"Work","summary":"Bringing research on collective memory together with research on episodic future thought, Szpunar and Szpunar (Mem Stud 9(4):376–389, 2016) have recently developed the concept of collective future thought. 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This article argues that, while collective mental time travel is disanalogous in important respects to individual mental time travel, the concept of collective mental time travel nevertheless provides a useful means of organizing existing findings, while also suggesting promising directions for future research.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":53924822,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53924822/thumbnails/1.jpg","file_name":"2017-Michaelian-Sutton_CMTT_Synthese.pdf","download_url":"https://www.academia.edu/attachments/53924822/download_file","bulk_download_file_name":"Collective_mental_time_travel_rememberin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53924822/2017-Michaelian-Sutton_CMTT_Synthese-libre.pdf?1500561006=\u0026response-content-disposition=attachment%3B+filename%3DCollective_mental_time_travel_rememberin.pdf\u0026Expires=1744238895\u0026Signature=K64YFgMIb23~-Q0fe0XvNwfn7b4OFcQZE1SJA6NmaLpfORnR-UYmrmkr-yYTK0KePs2lMXTj8pFJ4ZgdK6uNnFUrOvmICNyGvrkXAZU4rrisf1zpPHiEdPQpbANfkMZpBIWn4GbtZ-kScrIOHk2yDM~FrcSTlbc10-VdX8N7mSgeiyhG89l~mLja9scueUB~ZENKFgvMs8iHZo2~M0xHZQGlzUXaJqw5srFdmklrTJH~OkFBw4TsMWKCdtIPuj7bVoNym5OZV6tjXrV9Lx2Y9ef0N9yAwVRzTwEVdpLk8J11fhRmpa9DJhS4IbJJqxK4Jl3esqood5y5sOkx2uaU4Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":11455,"name":"Social and Collective Memory","url":"https://www.academia.edu/Documents/in/Social_and_Collective_Memory"},{"id":11464,"name":"Transactive Memory","url":"https://www.academia.edu/Documents/in/Transactive_Memory"},{"id":13950,"name":"Collective Memory","url":"https://www.academia.edu/Documents/in/Collective_Memory"},{"id":16182,"name":"Collective Intentionality","url":"https://www.academia.edu/Documents/in/Collective_Intentionality"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":50926,"name":"Joint Action","url":"https://www.academia.edu/Documents/in/Joint_Action"},{"id":82353,"name":"Mental time travel","url":"https://www.academia.edu/Documents/in/Mental_time_travel"},{"id":130311,"name":"Small Groups","url":"https://www.academia.edu/Documents/in/Small_Groups"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-33969506-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="1054529"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1054529/_We_Remember_We_Forget_collaborative_remembering_in_older_couples_Harris_Keil_Sutton_Barnier_and_McIlwain_"><img alt="Research paper thumbnail of "We Remember, We Forget": collaborative remembering in older couples [Harris, Keil, Sutton, Barnier, & McIlwain]" class="work-thumbnail" src="https://attachments.academia-assets.com/30658211/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1054529/_We_Remember_We_Forget_collaborative_remembering_in_older_couples_Harris_Keil_Sutton_Barnier_and_McIlwain_">"We Remember, We Forget": collaborative remembering in older couples [Harris, Keil, Sutton, Barnier, & McIlwain]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/DorisMcilwain">Doris J F Mcilwain</a></span></div><div class="wp-workCard_item"><span>Discourse Processes 46 (4), 267-303</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Transactive memory theory describes the processes by which benefits for memorycan occur when reme...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Transactive memory theory describes the processes by which benefits for memorycan occur when remembering is shared in dyads or groups. In contrast, cognitivepsychology experiments demonstrate that social influences on memory disruptand inhibit individual recall. However, most research in cognitive psychology has focused on groups of strangers recalling relatively meaningless stimuli. This study examined social influences on memory in groups with a shared history, who were recalling a range of stimuli, from word lists to personal, shared memories. The study focused, in detail, on the products and processes of remembering during in-depth interviews with 12 older married couples. These interviews consisted of three recall tasks: (a) word list recall; (b) personal list recall, where stimuli were relevant to the couples’ shared past; and (c) an open-ended autobiographical interview. These tasks individually conducted and then collaboratively conductedtwo weeks later. Across each of the tasks, although some couples demonstrated collaborative inhibition, others demonstrated collaborative facilitation. A number of factors were identified that predicted collaborative success—in particular, group-level strategy use. The results show that collaboration may help or hinder memory,and certain interactions are more likely to produce collaborative benefits.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-1054529-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-1054529-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/7791546/table-1-autobiographical-list-recall-nominal-collaborative"><img alt="Autobiographical List Recall: Nominal, Collaborative, and Proportion Difference Personal List Recall Scores for Each Couple Note. Values are total number of names recalled by each couple and the proportion change from nominal Recall 1 to collaborative Recall 2. " class="figure-slide-image" src="https://figures.academia-assets.com/30658211/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/7791552/table-2-word-list-recall-mean-nominal-and-collaborative"><img alt="Word List Recall: Mean Nominal and Collaborative Scores for Couples Depending on Strategy Use Note. Values are mean number of words recalled out of a possible 12. " class="figure-slide-image" src="https://figures.academia-assets.com/30658211/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/7791554/table-3-we-remember-we-forget-collaborative-remembering-in"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/30658211/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/7791556/table-4-note-values-indicate-loadings-of-each-variable-on"><img alt="Note. Values indicate loadings of each variable on each factor in the rotated component matrix Autobiographical List Recall: Component Matrix for Factor Analysis TABLE 4 " class="figure-slide-image" src="https://figures.academia-assets.com/30658211/table_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/7791557/table-5-autobiographical-list-recall-scores-for-each-couple"><img alt="Autobiographical List Recall: Scores for Each Couple on Each Factor Note. Values are standardized z scores for each couple on each factor. TABLE 5 " class="figure-slide-image" src="https://figures.academia-assets.com/30658211/table_005.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-1054529-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="62931e63fbc2bba927d9d3a91afc9c86" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30658211,"asset_id":1054529,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30658211/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1054529"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1054529"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1054529; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1054529]").text(description); $(".js-view-count[data-work-id=1054529]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1054529; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1054529']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "62931e63fbc2bba927d9d3a91afc9c86" } } $('.js-work-strip[data-work-id=1054529]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1054529,"title":"\"We Remember, We Forget\": collaborative remembering in older couples [Harris, Keil, Sutton, Barnier, \u0026 McIlwain]","translated_title":"","metadata":{"abstract":"Transactive memory theory describes the processes by which benefits for memorycan occur when remembering is shared in dyads or groups. 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href="https://www.academia.edu/313903/Dreaming_Routledge_Companion_to_the_Philosophy_of_Psychology_">Dreaming (Routledge Companion to the Philosophy of Psychology)</a></div><div class="wp-workCard_item"><span>The Routledge Companion to the Philosophy of Psychology</span><span>, 2009</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4d08fc5853fdbfae972980ef3b5808a3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1533922,"asset_id":313903,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1533922/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" 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Oppy & N. Trakakis (eds) A History of Australasian Philosophy (Springer, 2014), pp. 759-801</span><span>, 2013</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2bcc86640052e8c5c75b8a4b6b6075ae" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35825848,"asset_id":2654621,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35825848/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2654621"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2654621"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2654621; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2654621]").text(description); $(".js-view-count[data-work-id=2654621]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2654621; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2654621']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2bcc86640052e8c5c75b8a4b6b6075ae" } } $('.js-work-strip[data-work-id=2654621]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2654621,"title":"Philosophy of Mind and Cognitive Science since 1980 (in Australia and New Zealand) [Schier \u0026 Sutton]","translated_title":"","metadata":{"ai_abstract":"This chapter surveys the development of philosophy of mind and cognitive science in Australasia since 1980, examining the diverse influences and debates surrounding materialism that have shaped the field. 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"profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-2654621-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="33969771"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33969771/Multiperspectival_imagery_Sartre_and_cognitive_theory_on_point_of_view_in_remembering_and_imagining_McCarroll_and_Sutton_"><img alt="Research paper thumbnail of Multiperspectival imagery: Sartre and cognitive theory on point of view in remembering and imagining [McCarroll & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/53924974/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33969771/Multiperspectival_imagery_Sartre_and_cognitive_theory_on_point_of_view_in_remembering_and_imagining_McCarroll_and_Sutton_">Multiperspectival imagery: Sartre and cognitive theory on point of view in remembering and imagining [McCarroll & Sutton]</a></div><div class="wp-workCard_item"><span>Phenomenology and Science: confrontations and convergences (eds Reynolds & Sebold)</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">When remembering events from one’s life one often visualises the remembered scene as one original...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">When remembering events from one’s life one often visualises the remembered scene as one originally experienced it: from an ‘internal’, ‘own-eyes’, ‘first-person’, or ‘field’ perspective. Sometimes, however, one sees oneself in the remembered scene: from an ‘external’, ‘third-person’, or ‘observer’ perspective. One puzzling piece of evidence is that the perspective within a single memory can shift from one point of view to the other: a single memory may involve both field and observer perspectives. How would one make sense of this multiperspectival imagery? We apply the insights of phenomenological analysis of mental imagery to the puzzles of point of view in personal memory. We draw on Sartre’s remarks on imagery as a way of making sense of some of the evidence on visual perspective in memory. The key phenomenological idea that the image is an act of consciousness, or a way of thinking about an object or event can help account for what we will describe as the self-presence of observer perspectives in personal memory</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bc2c674562ac6c83ccf8acef5c1e2890" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53924974,"asset_id":33969771,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53924974/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33969771"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33969771"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33969771; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33969771]").text(description); $(".js-view-count[data-work-id=33969771]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33969771; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33969771']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bc2c674562ac6c83ccf8acef5c1e2890" } } $('.js-work-strip[data-work-id=33969771]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33969771,"title":"Multiperspectival imagery: Sartre and cognitive theory on point of view in remembering and imagining [McCarroll \u0026 Sutton]","translated_title":"","metadata":{"abstract":"When remembering events from one’s life one often visualises the remembered scene as one originally experienced it: from an ‘internal’, ‘own-eyes’, ‘first-person’, or ‘field’ perspective. 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In this chapter we discuss the phenomena of perspectival memory. While surveying the field, we suggest that visual perspective alone is not a guide to the truth or falsity of memory, and that genuine memories can be recalled from an observer perspective. Such memories can satisfy conditions placed on genuine memory. Observer perspectives can satisfy factivity constraints, and can stand in appropriate causal connections to the past. In the first section we identify the phenomena and provide an overview of some of the empirical evidence related to point of view in personal memory. We articulate some doubts about remembering from an observer perspective, before responding to these worries. We suggest that observer perspectives may retain other forms of internal imagery: there is no neat division between internal and external perspectives. We suggest that external perspectives may help in understanding the past, and question the primacy of egocentricity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ebf3322e24f88d118ee0b0a691e66e14" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53924925,"asset_id":33969626,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53924925/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33969626"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33969626"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33969626; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33969626]").text(description); $(".js-view-count[data-work-id=33969626]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33969626; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33969626']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ebf3322e24f88d118ee0b0a691e66e14" } } $('.js-work-strip[data-work-id=33969626]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33969626,"title":"Memory and Perspective [McCarroll \u0026 Sutton]","translated_title":"","metadata":{"abstract":"The imagery involved in remembering past episodes in one’s life often involves visual points of view. In this chapter we discuss the phenomena of perspectival memory. While surveying the field, we suggest that visual perspective alone is not a guide to the truth or falsity of memory, and that genuine memories can be recalled from an observer perspective. Such memories can satisfy conditions placed on genuine memory. Observer perspectives can satisfy factivity constraints, and can stand in appropriate causal connections to the past. In the first section we identify the phenomena and provide an overview of some of the empirical evidence related to point of view in personal memory. We articulate some doubts about remembering from an observer perspective, before responding to these worries. We suggest that observer perspectives may retain other forms of internal imagery: there is no neat division between internal and external perspectives. We suggest that external perspectives may help in understanding the past, and question the primacy of egocentricity.","ai_title_tag":"Perspectival Memory: Observing the Past","page_numbers":"113-126","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"The Routledge Handbook of Philosophy of Memory (eds Bernecker \u0026 Michaelian)"},"translated_abstract":"The imagery involved in remembering past episodes in one’s life often involves visual points of view. In this chapter we discuss the phenomena of perspectival memory. While surveying the field, we suggest that visual perspective alone is not a guide to the truth or falsity of memory, and that genuine memories can be recalled from an observer perspective. Such memories can satisfy conditions placed on genuine memory. Observer perspectives can satisfy factivity constraints, and can stand in appropriate causal connections to the past. In the first section we identify the phenomena and provide an overview of some of the empirical evidence related to point of view in personal memory. We articulate some doubts about remembering from an observer perspective, before responding to these worries. We suggest that observer perspectives may retain other forms of internal imagery: there is no neat division between internal and external perspectives. We suggest that external perspectives may help in understanding the past, and question the primacy of egocentricity.","internal_url":"https://www.academia.edu/33969626/Memory_and_Perspective_McCarroll_and_Sutton_","translated_internal_url":"","created_at":"2017-07-20T07:31:04.664-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":53924925,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53924925/thumbnails/1.jpg","file_name":"2017_McCarroll_Sutton_perspective_memory_revised_draft.pdf","download_url":"https://www.academia.edu/attachments/53924925/download_file","bulk_download_file_name":"Memory_and_Perspective_McCarroll_and_Sut.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53924925/2017_McCarroll_Sutton_perspective_memory_revised_draft-libre.pdf?1500561522=\u0026response-content-disposition=attachment%3B+filename%3DMemory_and_Perspective_McCarroll_and_Sut.pdf\u0026Expires=1744238895\u0026Signature=C8YFNY58putZE7VUeWmzTw~v23iCaBww5evYAB01NTm4uNntuoSacz3YBn5DT0unQTIsl0zHgW38LP-gL3RA~g-cd79yvqDH8N1ECj0LRGAfZsrcDGBfqpne8uruAfw5xy5NhSjR7Ql1wzw3NHRBGUrlN8ToNeoOlpTDiV-9dBZ4AP0RKfCVXDEQ1pdLrUec905g6eoMy3aBnnos0vjZmlYFzG3OL151fYKUvfP-r8SIo5HHbwQHf2GEVdDWPAAgMn1Dznm8R2Tu4vSu6yJWRVcCelsaSvrxblGXPccThKMf2GTm2MPpvb6Etl9q3V0COh0ehN3fvdrN~uTjSXfFQg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Memory_and_Perspective_McCarroll_and_Sutton_","translated_slug":"","page_count":25,"language":"en","content_type":"Work","summary":"The imagery involved in remembering past episodes in one’s life often involves visual points of view. 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In a selective response I then focus on two core features of his constructive account: collaboration and skill. While affirming the centrality of joint action and decision-making, I raise some concerns about the fragility of the conditions under which collaborative cognition brings benefits. I then assess Sterelny's view of skill acquisition and performance, which runs counter to dominant theories which stress the automaticity of skill. I suggest that it may still overestimate the need for and ability of experts to decompose and represent the elements of their own practical knowledge.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="685a2890cd8abdf5ebc016cb1cb88f04" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30657853,"asset_id":2654757,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30657853/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2654757"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2654757"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2654757; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2654757]").text(description); $(".js-view-count[data-work-id=2654757]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2654757; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2654757']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "685a2890cd8abdf5ebc016cb1cb88f04" } } $('.js-work-strip[data-work-id=2654757]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2654757,"title":"Collaboration and Skill in the Evolution of Human Cognition","translated_title":"","metadata":{"grobid_abstract":"I start with a brief assessment of the implications of Sterelny's anti-individualist, anti-internalist apprentice learning model for a more historical and interdisciplinary cognitive science. 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I suggest that it may still overestimate the need for and ability of experts to decompose and represent the elements of their own practical knowledge.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":30657853,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30657853/thumbnails/1.jpg","file_name":"Sutton_Sterelny_Biological_Theory.pdf","download_url":"https://www.academia.edu/attachments/30657853/download_file","bulk_download_file_name":"Collaboration_and_Skill_in_the_Evolution.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30657853/Sutton_Sterelny_Biological_Theory-libre.pdf?1391868886=\u0026response-content-disposition=attachment%3B+filename%3DCollaboration_and_Skill_in_the_Evolution.pdf\u0026Expires=1744238895\u0026Signature=AGQNlYOpDItcEDZVkjrV3gpCxYe2tyR882lNw3KMaBOgIh73xz85i8yln9Zv19UnSMrNyi4mRPw7QwdrRknMfe-BPdRYlVWzW-ZciVEdToq1O3CncxLDfNavog-1SzygO-uh~U~p3Li8YiI28gbE0rxPpYbuEYbTxM4Eo9UUaQx7qJxxMTOsiYsOWhccoXprH-DfcI2lm0e3Szc-zg9sH6GEU~6htOrOvoLOo87sdIXMHMa7Zfkz5srgEl1BAhrWZ42LmQrX5~WPIDpsjVNye6-P59ZOeMCfSNSwZSF2prBHFWRke3hBP1559ZYdMa2mWUD~3TLgPVJB45sPizjqAg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science"},{"id":1851,"name":"Expertise","url":"https://www.academia.edu/Documents/in/Expertise"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition"},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition"},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration"},{"id":5425,"name":"Embodied Mind and Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Mind_and_Cognition"},{"id":15154,"name":"Evolution of Cognition","url":"https://www.academia.edu/Documents/in/Evolution_of_Cognition"},{"id":18800,"name":"Skill Acquisition","url":"https://www.academia.edu/Documents/in/Skill_Acquisition"},{"id":122235,"name":"Kim Sterelny","url":"https://www.academia.edu/Documents/in/Kim_Sterelny"},{"id":184336,"name":"Palaeolithic Archaeology, Hominin Palaeontology, Evolutionary Psychology and Cognitive Psychology, Palaeoecology, Palaeoenvironment, and Palaeoclimate studies, Anthropological Genetics, Palaeopathology","url":"https://www.academia.edu/Documents/in/Palaeolithic_Archaeology_Hominin_Palaeontology_Evolutionary_Psychology_and_Cognitive_Psychology_P"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-2654757-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5012128"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5012128/Self_Representation_and_Perspectives_in_Dreams_Rosen_and_Sutton_"><img alt="Research paper thumbnail of Self-Representation and Perspectives in Dreams [Rosen & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/32249007/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5012128/Self_Representation_and_Perspectives_in_Dreams_Rosen_and_Sutton_">Self-Representation and Perspectives in Dreams [Rosen & Sutton]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://au.academia.edu/MelanieRosen">Melanie Rosen</a></span></div><div class="wp-workCard_item"><span>Philosophy Compass</span><span>, Nov 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Integrative and naturalistic philosophy of mind can both learn from and contribute to the contemp...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Integrative and naturalistic philosophy of mind can both learn from and contribute to the contemporary cognitive sciences of dreaming. Two related phenomena concerning self-representation in dreams demonstrate the need to bring disparate fields together. In most dreams, the protagonist or dream self who experiences and actively participates in dream events is or represents the dreamer: but in an intriguing minority of cases, self-representation in dreams is displaced, disrupted, or even absent. Working from dream reports in established databanks, we examine two key forms of polymorphism of self-representation: dreams (or dream episodes) in which I take an external visuospatial perspective on myself, and those in which I take someone else’s perspective on events. In remembering my past experiences or imagining future or possible experiences when awake, I sometimes see myself from <br />an external or ‘observer’ perspective. By relating the issue of perspective in dreams to established research traditions in the study of memory and imagery, and noting the flexibility of perspective in dreams, we identify new lines of enquiry. In other dreams, the dreamer does not appear to figure at all, and the first person perspective on dream events is occupied by someone else, some other person or character. We call these puzzling cases ‘vicarious dreams’ and assess some potential ways to make sense of them. Questions about self-representation and perspectives in dreams are intriguing in their own right and pose empirical and conceptual problems about the nature of self-representation with <br />implications beyond the case of dreaming.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b281c4e18186958020d3ccdf692bca7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32249007,"asset_id":5012128,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32249007/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5012128"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5012128"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5012128; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5012128]").text(description); $(".js-view-count[data-work-id=5012128]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5012128; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5012128']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b281c4e18186958020d3ccdf692bca7" } } $('.js-work-strip[data-work-id=5012128]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5012128,"title":"Self-Representation and Perspectives in Dreams [Rosen \u0026 Sutton]","translated_title":"","metadata":{"abstract":"Integrative and naturalistic philosophy of mind can both learn from and contribute to the contemporary cognitive sciences of dreaming. Two related phenomena concerning self-representation in dreams demonstrate the need to bring disparate fields together. In most dreams, the protagonist or dream self who experiences and actively participates in dream events is or represents the dreamer: but in an intriguing minority of cases, self-representation in dreams is displaced, disrupted, or even absent. Working from dream reports in established databanks, we examine two key forms of polymorphism of self-representation: dreams (or dream episodes) in which I take an external visuospatial perspective on myself, and those in which I take someone else’s perspective on events. In remembering my past experiences or imagining future or possible experiences when awake, I sometimes see myself from\r\nan external or ‘observer’ perspective. By relating the issue of perspective in dreams to established research traditions in the study of memory and imagery, and noting the flexibility of perspective in dreams, we identify new lines of enquiry. In other dreams, the dreamer does not appear to figure at all, and the first person perspective on dream events is occupied by someone else, some other person or character. We call these puzzling cases ‘vicarious dreams’ and assess some potential ways to make sense of them. 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Two related phenomena concerning self-representation in dreams demonstrate the need to bring disparate fields together. In most dreams, the protagonist or dream self who experiences and actively participates in dream events is or represents the dreamer: but in an intriguing minority of cases, self-representation in dreams is displaced, disrupted, or even absent. Working from dream reports in established databanks, we examine two key forms of polymorphism of self-representation: dreams (or dream episodes) in which I take an external visuospatial perspective on myself, and those in which I take someone else’s perspective on events. In remembering my past experiences or imagining future or possible experiences when awake, I sometimes see myself from\r\nan external or ‘observer’ perspective. 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Experience, and Descriptive Experience Sampling" class="work-thumbnail" src="https://attachments.academia-assets.com/1752278/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/342407/Time_Experience_and_Descriptive_Experience_Sampling">Time, Experience, and Descriptive Experience Sampling</a></div><div class="wp-workCard_item"><span>Journal of Consciousness Studies</span><span>, 2011</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0dcea1e4f007133c08cdb3dc6bf69448" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1752278,"asset_id":342407,"asset_type":"Work","button_location":"profile"}" 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class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://barcelona.academia.edu/WayneChristensen">Wayne Christensen</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Beginning with the problem of integrating diverse disciplinary perspectives on moral cognition we...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Beginning with the problem of integrating diverse disciplinary perspectives on moral cognition we argue that the various disciplines have an interest in developing a common conceptual framework for moral cognition research. We discuss issues arising in the other chapters in this volume that might serve as focal points for future investigation and as the basis for the eventual development of such a framework. These include the role of theory in binding together diverse phenomena, and the role of philosophy in the construction of moral theory. We discuss the problem of distinguishing descriptive and normative issues, and the importance of systematic normative analysis for empirical research. We argue that theories of cognitive architecture should play an important role as a backdrop for investigation into specific aspects of moral cognition, and we consider some of the taxonomic issues that will arise for moral cognition research, including types of moral agents, forms of moral cognition, and the nature of morality itself. Finally, we discuss some key issues in moral development, including the importance of understanding the fine-grained structure of moral motivation and emerging conceptual schemas, and the role of active interpretation and problem solving as children acquire moral skill.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d504d95fc0908036fbbd451b2571a73b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1877010,"asset_id":387092,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1877010/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="387092"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="387092"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 387092; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=387092]").text(description); $(".js-view-count[data-work-id=387092]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 387092; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='387092']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d504d95fc0908036fbbd451b2571a73b" } } $('.js-work-strip[data-work-id=387092]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":387092,"title":"Reflections on emotions, imagination and moral reasoning: Towards an integrated, multidisciplinary approach to moral cognition","translated_title":"","metadata":{"abstract":"Beginning with the problem of integrating diverse disciplinary perspectives on moral cognition we argue that the various disciplines have an interest in developing a common conceptual framework for moral cognition research. 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Langdon & C. Mackenzie (Psychology Press), 323-343</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Beginning with the problem of integrating diverse disciplinary perspectives on moral cognition, w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Beginning with the problem of integrating diverse disciplinary perspectives on moral cognition, we argue that the various disciplines have an interest in developing a common conceptual framework for moral cognition research. We discuss issues arising in the other chapters in this volume that might serve as focal points for future investigation and as the basis for the eventual development of such a framework. These include the role of theory in binding together diverse phenomena and the role of philosophy in the construction of moral theory. We discuss the problem of distinguishing descriptive and normative issues and the importance of systematic normative analysis for empirical research. We argue that theories of cognitive architecture should play an important role as a backdrop for investigation into specific aspects of moral cognition, and we consider some of the taxonomic issues that will arise for moral cognition research, including types of moral agents, forms of moral cognition, and the nature of morality itself. Finally, we discuss some key issues in moral development, including the importance of understanding the fine-grained structure of moral motivation and emerging conceptual schemas and the role of active interpretation and problem-solving as children acquire moral skill.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="93d4a0643698bf3686632bd64c687a39" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32795997,"asset_id":5772390,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32795997/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5772390"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5772390"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5772390; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5772390]").text(description); $(".js-view-count[data-work-id=5772390]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5772390; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5772390']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "93d4a0643698bf3686632bd64c687a39" } } $('.js-work-strip[data-work-id=5772390]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5772390,"title":"Reflections on Emotions, Imagination, and Moral Reasoning: toward an integrated, multidisciplinary approach to moral cognition [Christensen \u0026 Sutton]","translated_title":"","metadata":{"abstract":"Beginning with the problem of integrating diverse disciplinary perspectives on moral cognition, we argue that the various disciplines have an interest in developing a common conceptual framework for moral cognition research. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5772390-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5815777"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5815777/Abductive_inference_and_delusional_belief_Coltheart_Menzies_and_Sutton_"><img alt="Research paper thumbnail of Abductive inference and delusional belief [Coltheart, Menzies, & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/32827198/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5815777/Abductive_inference_and_delusional_belief_Coltheart_Menzies_and_Sutton_">Abductive inference and delusional belief [Coltheart, Menzies, & Sutton]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/PeterMenzies">Peter Menzies</a></span></div><div class="wp-workCard_item"><span>Cognitive Neuropsychiatry</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Delusional beliefs have sometimes been considered as rational inferences from abnormal experience...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Delusional beliefs have sometimes been considered as rational inferences from abnormal experiences. We explore this idea in more detail, making the following points. First, the abnormalities of cognition that initially prompt the entertaining of a delusional belief are not always conscious and since we prefer to restrict the term ‘‘experience’’ to consciousness we refer to ‘‘abnormal data’’ rather than ‘‘abnormal experience’’. Second, we argue that in relation to many delusions (we consider seven) one can clearly identify what the abnormal cognitive data are which prompted the delusion and what the neuropsychological impairment is which is <br />responsible for the occurrence of these data; but one can equally clearly point to cases where this impairment is present but delusion is not. So the impairment is not sufficient for delusion to occur: a second cognitive impairment, one that affects the <br />ability to evaluate beliefs, must also be present. Third (and this is the main thrust of our paper), we consider in detail what the nature of the inference is that leads from the abnormal data to the belief. This is not deductive inference and it is not inference by enumerative induction; it is abductive inference. We offer a Bayesian account of abductive inference and apply it to the explanation of delusional belief.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-5815777-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-5815777-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2393975/table-1-neuropsychological-impairments-with-and-without"><img alt="Neuropsychological impairments with and without delusion " class="figure-slide-image" src="https://figures.academia-assets.com/32827198/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2393977/table-2-abductive-inference-and-delusional-belief-coltheart"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/32827198/table_002.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-5815777-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b950ec09a581a720bc5f3f69a257d72" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827198,"asset_id":5815777,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827198/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5815777"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5815777"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5815777; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5815777]").text(description); $(".js-view-count[data-work-id=5815777]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5815777; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5815777']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0b950ec09a581a720bc5f3f69a257d72" } } $('.js-work-strip[data-work-id=5815777]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5815777,"title":"Abductive inference and delusional belief [Coltheart, Menzies, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"Delusional beliefs have sometimes been considered as rational inferences from abnormal experiences. 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Third (and this is the main thrust of our paper), we consider in detail what the nature of the inference is that leads from the abnormal data to the belief. This is not deductive inference and it is not inference by enumerative induction; it is abductive inference. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-5815777-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="3087962"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3087962/Reduction_and_Levels_of_Explanation_in_Connectionism"><img alt="Research paper thumbnail of Reduction and Levels of Explanation in Connectionism" class="work-thumbnail" src="https://attachments.academia-assets.com/31014551/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3087962/Reduction_and_Levels_of_Explanation_in_Connectionism">Reduction and Levels of Explanation in Connectionism</a></div><div class="wp-workCard_item"><span>Perspectives on Cognitive Science: theories, experiments, and foundations </span><span>, 1995</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper in philosophy of cognitive science discusses Andy Clark's work on representation, redu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper in philosophy of cognitive science discusses Andy Clark's work on representation, reduction, and levels in a connectionist philosophy of mind.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-3087962-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-3087962-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15104498/figure-1-reduction-and-levels-of-explanation-in"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/31014551/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15104501/figure-2-recent-work-in-the-methodology-of-connectionist"><img alt="Recent work in the methodology of connectionist explanation has focused on the notion of levels of explanation. Specific issues in connectionism here intersect with wider areas of debate in the philosophy of psychology and the philosophy of science generally. The issues IJ raise in this chapter, then, are not unique to cognitive science; but they arise in new and important contexts when connectionism is taken seriously as a model of cognition. The general questions are the relation between levels and the status of levels which have no obvious relation to others. In speaking of levels, what is the connection, if there is one, between explanation and ontology? Which, if any, concept of reduction is applicable to connectionist systems? What kind of legitimacy can the constructs of common sense psychology, or of that version ol intentional realism represented by classical symbol-systems AI, have in a full-scale connectionist theory of mind? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-3087962-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1103977" id="papershistoryofphilosophyliteraryhistory"><div class="js-work-strip profile--work_container" data-work-id="33941076"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/33941076/Place_and_Memory_history_cognition_phenomenology"><img alt="Research paper thumbnail of Place and Memory: history, cognition, phenomenology" class="work-thumbnail" src="https://attachments.academia-assets.com/53905557/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/33941076/Place_and_Memory_history_cognition_phenomenology">Place and Memory: history, cognition, phenomenology</a></div><div class="wp-workCard_item"><span>The Geography of Embodiment in Early Modern England</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">If remembering, feeling, decision-making and other 'psychological' processes are by nature animat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">If remembering, feeling, decision-making and other 'psychological' processes are by nature animated or embodied processes, then the geography of embodiment also includes a geography of mind. And if, further, such cognitive and affective processes are distributed and ecological processes, in that they sometimes spread across brain, body, and world, then human minds are partly geographical or environmental in nature. On this view, historically and culturally unique landscapes, architectures, technologies, and ecologies are not always simply external to our mental life, not merely settings and stimuli for thought on the one hand, and (on the other) one of many kinds of thing to think about. Instead, in certain circumstances the places we inhabit can partly constitute the processes and activities of feeling, remembering, and so on. <br /> <br />Despite the new mobilities of early modern English society, significant practices of personal and shared remembering continued to be anchored in experienced place. Even as technologies and strategies for dealing with past and future altered, memory was still richly scaffolded by landscapes, artifacts, architecture, and institutions which all themselves bore the traces of individual and cultural intervention. This essay builds on recent social histories of early modern landscape and memory, to explore the nature of embodied place memory. It also aims at an updated assessment of the historical utility of the idea of distributed cognitive ecologies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="34996105e501b2dac0b2341e3997ce4a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53905557,"asset_id":33941076,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53905557/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="33941076"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="33941076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33941076; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33941076]").text(description); $(".js-view-count[data-work-id=33941076]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33941076; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='33941076']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "34996105e501b2dac0b2341e3997ce4a" } } $('.js-work-strip[data-work-id=33941076]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":33941076,"title":"Place and Memory: history, cognition, phenomenology","translated_title":"","metadata":{"abstract":"If remembering, feeling, decision-making and other 'psychological' processes are by nature animated or embodied processes, then the geography of embodiment also includes a geography of mind. And if, further, such cognitive and affective processes are distributed and ecological processes, in that they sometimes spread across brain, body, and world, then human minds are partly geographical or environmental in nature. On this view, historically and culturally unique landscapes, architectures, technologies, and ecologies are not always simply external to our mental life, not merely settings and stimuli for thought on the one hand, and (on the other) one of many kinds of thing to think about. Instead, in certain circumstances the places we inhabit can partly constitute the processes and activities of feeling, remembering, and so on.\r\n\r\nDespite the new mobilities of early modern English society, significant practices of personal and shared remembering continued to be anchored in experienced place. Even as technologies and strategies for dealing with past and future altered, memory was still richly scaffolded by landscapes, artifacts, architecture, and institutions which all themselves bore the traces of individual and cultural intervention. This essay builds on recent social histories of early modern landscape and memory, to explore the nature of embodied place memory. It also aims at an updated assessment of the historical utility of the idea of distributed cognitive ecologies.","more_info":"forthcoming in Garrett Sullivan \u0026 Mary Floyd-Wilson (eds), The Geography of Embodiment in Early Modern England, OUP","ai_title_tag":"Embodied Place Memory in Early Modern Society","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"The Geography of Embodiment in Early Modern England"},"translated_abstract":"If remembering, feeling, decision-making and other 'psychological' processes are by nature animated or embodied processes, then the geography of embodiment also includes a geography of mind. And if, further, such cognitive and affective processes are distributed and ecological processes, in that they sometimes spread across brain, body, and world, then human minds are partly geographical or environmental in nature. On this view, historically and culturally unique landscapes, architectures, technologies, and ecologies are not always simply external to our mental life, not merely settings and stimuli for thought on the one hand, and (on the other) one of many kinds of thing to think about. Instead, in certain circumstances the places we inhabit can partly constitute the processes and activities of feeling, remembering, and so on.\r\n\r\nDespite the new mobilities of early modern English society, significant practices of personal and shared remembering continued to be anchored in experienced place. Even as technologies and strategies for dealing with past and future altered, memory was still richly scaffolded by landscapes, artifacts, architecture, and institutions which all themselves bore the traces of individual and cultural intervention. This essay builds on recent social histories of early modern landscape and memory, to explore the nature of embodied place memory. 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And if, further, such cognitive and affective processes are distributed and ecological processes, in that they sometimes spread across brain, body, and world, then human minds are partly geographical or environmental in nature. On this view, historically and culturally unique landscapes, architectures, technologies, and ecologies are not always simply external to our mental life, not merely settings and stimuli for thought on the one hand, and (on the other) one of many kinds of thing to think about. Instead, in certain circumstances the places we inhabit can partly constitute the processes and activities of feeling, remembering, and so on.\r\n\r\nDespite the new mobilities of early modern English society, significant practices of personal and shared remembering continued to be anchored in experienced place. Even as technologies and strategies for dealing with past and future altered, memory was still richly scaffolded by landscapes, artifacts, architecture, and institutions which all themselves bore the traces of individual and cultural intervention. This essay builds on recent social histories of early modern landscape and memory, to explore the nature of embodied place memory. It also aims at an updated assessment of the historical utility of the idea of distributed cognitive ecologies.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":53905557,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/53905557/thumbnails/1.jpg","file_name":"Sutton-place-memory_revised3.pdf","download_url":"https://www.academia.edu/attachments/53905557/download_file","bulk_download_file_name":"Place_and_Memory_history_cognition_pheno.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/53905557/Sutton-place-memory_revised3-libre.pdf?1500476089=\u0026response-content-disposition=attachment%3B+filename%3DPlace_and_Memory_history_cognition_pheno.pdf\u0026Expires=1744238896\u0026Signature=DigdDm2z-NbLGYgTbHym-VI~rttn8goNimiqV-1FNlb4S3HS5I5S0zuuLqAcJ0RE1a8coRCG1PzYHWHluP7nycXF550MJXamkRotOspqnSKrnvfMJBecFJEAhXjUjKBr4cOzkaPnDXHjwqYeOk4NTI5KrqCOnESDsXm4TWNgUfuCOoZeVMHUJhCAsL9MF1tTuT3VfLsyRBhmERM9Wsp3gc4xs6mnWYUteP5GlHn-OxpLKuasDnjW9ouXszLIfRGM4W8CPYQD80CtcXlcB5FdDxnvvPkMNG7~FKy2wIzoQQpUKznKZz0rdMQK3CH2jIPagzNBhFoPkJ9UQy3mNucMrQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History"},{"id":262,"name":"Human Geography","url":"https://www.academia.edu/Documents/in/Human_Geography"},{"id":1727,"name":"Early Modern History","url":"https://www.academia.edu/Documents/in/Early_Modern_History"},{"id":2433,"name":"Place and Identity","url":"https://www.academia.edu/Documents/in/Place_and_Identity"},{"id":3116,"name":"Space and Place","url":"https://www.academia.edu/Documents/in/Space_and_Place"},{"id":3987,"name":"History and Memory","url":"https://www.academia.edu/Documents/in/History_and_Memory"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition"},{"id":5044,"name":"Embodiment","url":"https://www.academia.edu/Documents/in/Embodiment"},{"id":7353,"name":"Early Modern England","url":"https://www.academia.edu/Documents/in/Early_Modern_England"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":11455,"name":"Social and Collective Memory","url":"https://www.academia.edu/Documents/in/Social_and_Collective_Memory"},{"id":11483,"name":"Cultural Memory","url":"https://www.academia.edu/Documents/in/Cultural_Memory"},{"id":12200,"name":"Sense of Place","url":"https://www.academia.edu/Documents/in/Sense_of_Place"},{"id":15588,"name":"Social History","url":"https://www.academia.edu/Documents/in/Social_History"},{"id":19626,"name":"Public Memory","url":"https://www.academia.edu/Documents/in/Public_Memory"},{"id":25618,"name":"Phenomenology of Space and Place","url":"https://www.academia.edu/Documents/in/Phenomenology_of_Space_and_Place"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":49664,"name":"Oral History and Memory","url":"https://www.academia.edu/Documents/in/Oral_History_and_Memory"},{"id":50013,"name":"Place","url":"https://www.academia.edu/Documents/in/Place"},{"id":116754,"name":"Cognitive Ecology","url":"https://www.academia.edu/Documents/in/Cognitive_Ecology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-33941076-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="36294353"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36294353/Movements_memory_and_mixture_Aristotle_confusion_and_the_historicity_of_memory"><img alt="Research paper thumbnail of Movements, memory, and mixture: Aristotle, confusion, and the historicity of memory" class="work-thumbnail" src="https://attachments.academia-assets.com/56200820/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36294353/Movements_memory_and_mixture_Aristotle_confusion_and_the_historicity_of_memory">Movements, memory, and mixture: Aristotle, confusion, and the historicity of memory</a></div><div class="wp-workCard_item"><span>The Internal Senses in the Aristotelian Tradition, eds Jakob Leth Fink and Seyed Mousavian (Springer, forthcoming)</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This essay homes in on two related aspects of Aristotle’s account of memory, one often noted but ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This essay homes in on two related aspects of Aristotle’s account of memory, one often noted but sometimes discounted, the other of more speculative import. The first feature is Aristotle’s definite and recurrent attention to the specific material constraints on the processes of memory and recollection. Secondly, I suggest that there are unnoticed conceptual connections between Aristotle’s concerns about the stability of the internal fluid motions which underlie memory processes, on the one hand, and his unique approach to the theory of mixtures, on the other hand. I go on to address some historiographic and philosophical consequences of thus treating memory and mixture together.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8649c19727caf3234206cf61fef20ebb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56200820,"asset_id":36294353,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56200820/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36294353"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36294353"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36294353; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36294353]").text(description); $(".js-view-count[data-work-id=36294353]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36294353; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36294353']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8649c19727caf3234206cf61fef20ebb" } } $('.js-work-strip[data-work-id=36294353]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36294353,"title":"Movements, memory, and mixture: Aristotle, confusion, and the historicity of memory","translated_title":"","metadata":{"abstract":"This essay homes in on two related aspects of Aristotle’s account of memory, one often noted but sometimes discounted, the other of more speculative import. The first feature is Aristotle’s definite and recurrent attention to the specific material constraints on the processes of memory and recollection. Secondly, I suggest that there are unnoticed conceptual connections between Aristotle’s concerns about the stability of the internal fluid motions which underlie memory processes, on the one hand, and his unique approach to the theory of mixtures, on the other hand. I go on to address some historiographic and philosophical consequences of thus treating memory and mixture together.","ai_title_tag":"Aristotle on Memory: Material Constraints and Mixture Theory","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"The Internal Senses in the Aristotelian Tradition, eds Jakob Leth Fink and Seyed Mousavian (Springer, forthcoming)"},"translated_abstract":"This essay homes in on two related aspects of Aristotle’s account of memory, one often noted but sometimes discounted, the other of more speculative import. The first feature is Aristotle’s definite and recurrent attention to the specific material constraints on the processes of memory and recollection. Secondly, I suggest that there are unnoticed conceptual connections between Aristotle’s concerns about the stability of the internal fluid motions which underlie memory processes, on the one hand, and his unique approach to the theory of mixtures, on the other hand. I go on to address some historiographic and philosophical consequences of thus treating memory and mixture together.","internal_url":"https://www.academia.edu/36294353/Movements_memory_and_mixture_Aristotle_confusion_and_the_historicity_of_memory","translated_internal_url":"","created_at":"2018-03-30T19:11:30.043-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[],"downloadable_attachments":[{"id":56200820,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/56200820/thumbnails/1.jpg","file_name":"Aristotle_Movements_Memory_Mixture_Sutton.pdf","download_url":"https://www.academia.edu/attachments/56200820/download_file","bulk_download_file_name":"Movements_memory_and_mixture_Aristotle_c.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/56200820/Aristotle_Movements_Memory_Mixture_Sutton-libre.pdf?1522463104=\u0026response-content-disposition=attachment%3B+filename%3DMovements_memory_and_mixture_Aristotle_c.pdf\u0026Expires=1744238896\u0026Signature=K-YJrpeGxkaOHJfNeIS0SwvbMtjpLFweRsaaIVuLYh42alWFg6E~4buZI8Rq40up1s6pHDHUe3wLHERUFJfASbM7JJ1P1Xs~D29Z2OPKMM4Wdia8FfOgzu2B1Qtxwe-hn4SpXER1wzZ7vgmlT5vbsHlUsLvmWcJbNf97ylPK1p-DMTCBoIZ~nCEKH8CEgdLQqwsWuJuchjsydm65ZkoDauqDpcGRgNRa9TCHUxzz9u82G4baAOzgCZcsZlj~1CfKKy5Mp91Rotng0d8MzuGs1NiHUMlCzLT6o3Ur-Xi0dBqfR2tPALMWlS4WItm27JhIqM6UPZjry490WvX42tsZ7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Movements_memory_and_mixture_Aristotle_confusion_and_the_historicity_of_memory","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"This essay homes in on two related aspects of Aristotle’s account of memory, one often noted but sometimes discounted, the other of more speculative import. The first feature is Aristotle’s definite and recurrent attention to the specific material constraints on the processes of memory and recollection. Secondly, I suggest that there are unnoticed conceptual connections between Aristotle’s concerns about the stability of the internal fluid motions which underlie memory processes, on the one hand, and his unique approach to the theory of mixtures, on the other hand. 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The version of cognitive history we develop here builds on recent discussions of ‘distributed cognitive ecologies’. On this approach, objects, technologies, places and other people can in certain circumstances, in interaction of many kinds with embodied individuals, be full and complementary components in cognitive processes. This perspective, we suggest, can throw light on a range of historical problems of independent interest. Case studies and examples discussed include navigation, performance, and religious practice, before the final section addresses material culture <br />in experiment, natural philosophy, and early modern technology. The chapter concludes with an explicit statement of the ways in which our recommended cognitive approach can encourage and promote effective historical work on material culture. We provide extensive references throughout, hoping to encourage historians actively to engage with and participate in these challenging crossdisciplinary conversations.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a192f0558d48ee2873f781cc3d391cd7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35182005,"asset_id":8842539,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35182005/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8842539"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8842539"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8842539; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8842539]").text(description); $(".js-view-count[data-work-id=8842539]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8842539; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8842539']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a192f0558d48ee2873f781cc3d391cd7" } } $('.js-work-strip[data-work-id=8842539]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8842539,"title":"Cognitive History and Material Culture [Sutton \u0026 Keene]","translated_title":"","metadata":{"abstract":"This chapter introduces cognitive history as one way to study material culture, or to reconsider what many historians of material culture already study. 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dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-8842539-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2750941"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2750941/The_Body_and_the_Brain_Descartes_on_self_knowledge_memory_and_the_passions_"><img alt="Research paper thumbnail of The Body and the Brain (Descartes on self-knowledge, memory, and the passions)" class="work-thumbnail" src="https://attachments.academia-assets.com/30730098/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2750941/The_Body_and_the_Brain_Descartes_on_self_knowledge_memory_and_the_passions_">The Body and the Brain (Descartes on self-knowledge, memory, and the passions)</a></div><div class="wp-workCard_item"><span>Descartes' Natural Philosophy, eds S Gaukroger, J Schuster, J Sutton (Routledge, 2000), pp. 697-722</span><span>, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Does self-knowledge help? A rationalist, presumably, thinks that it does: both that self-knowledg...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e94c5f271b5953455a978d270e6ae11c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30730098,"asset_id":2750941,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30730098/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2750941"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2750941"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2750941; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2750941]").text(description); $(".js-view-count[data-work-id=2750941]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2750941; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2750941']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e94c5f271b5953455a978d270e6ae11c" } } $('.js-work-strip[data-work-id=2750941]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2750941,"title":"The Body and the Brain (Descartes on self-knowledge, memory, and the passions)","translated_title":"","metadata":{"abstract":"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. 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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.","internal_url":"https://www.academia.edu/2750941/The_Body_and_the_Brain_Descartes_on_self_knowledge_memory_and_the_passions_","translated_internal_url":"","created_at":"2013-02-27T11:59:34.040-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":30730098,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30730098/thumbnails/1.jpg","file_name":"Sutton_Body_Brain_Descartes.pdf","download_url":"https://www.academia.edu/attachments/30730098/download_file","bulk_download_file_name":"The_Body_and_the_Brain_Descartes_on_self.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30730098/Sutton_Body_Brain_Descartes-libre.pdf?1392082424=\u0026response-content-disposition=attachment%3B+filename%3DThe_Body_and_the_Brain_Descartes_on_self.pdf\u0026Expires=1744238896\u0026Signature=HUITf3tvbcXmb-5kyuyzand2x64DsQqSI1hUkTS3yCkog5Eb6Aev7mrGulqMLsmJXj0tgMxigoHKaJi6kUUAkJNPOYPUYzWAIifnQs4qgfqgbM4-VnU1b1HsAPDd--b0IlQ4m7uDMetoYLQMsLIXLxDQ4Q00MZZocuoqj1hc0Y0Y9wIniQiLN5LRPbwm9JhQEnrx3vMEUTkx8TudDZarusAo4XY~ufKKSgD8AfbO3UP7yVE1mJXp9Jyph3h8uViVpXeVhF1vq5uIq3W6DUwaVOz686CeWLkM~YGOa434wQ56NIQ81wybXD~5v2PxtMkwR6s2g0HXaNVHSpuDzrX~gQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Body_and_the_Brain_Descartes_on_self_knowledge_memory_and_the_passions_","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"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.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John 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profile--work_container" data-work-id="1054443"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1054443/Minds_in_and_out_of_time_memory_embodied_skill_anachronism_and_performance_Tribble_and_Sutton_"><img alt="Research paper thumbnail of Minds in and out of time: memory, embodied skill, anachronism, and performance [Tribble & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/30659165/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1054443/Minds_in_and_out_of_time_memory_embodied_skill_anachronism_and_performance_Tribble_and_Sutton_">Minds in and out of time: memory, embodied skill, anachronism, and performance [Tribble & Sutton]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://otago.academia.edu/EvelynTribble">Evelyn Tribble</a></span></div><div class="wp-workCard_item"><span>Textual Practice 26 (4), 587-607</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contemporary critical instincts, in early modern studies as elsewhere in literary theory, often d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Contemporary critical instincts, in early modern studies as elsewhere in literary theory, often dismiss invocations of mind and cognition as inevitably ahistorical, as performing a retrograde version of anachronism. Arguing that our experience of time is inherently anachronistic and polytemporal, we draw on the frameworks of distributed cognition and extended mind to theorize cognition as itself distributed, cultural, and temporal. Intelligent, embodied action is a hybrid process, involving the coordination of disparate neural, affective, cognitive, interpersonal, ecological, technological, and cultural resources. Because the diverse elements of such coupled systems each have their own histories and dynamics, many distinctive or competing times are built in to the very mechanisms of remembering <br />and reasoning. We make this argument by means of two distinct case histories: a reading of the site-specific audio walk of Canadian artist Janet Cardiff; and an extended discussion of a famously anachronistic moment in William Shakespeare’s King Lear. These readings reveal the inherent poly-temporalities of human mental and social life. <br />To refigure anachronism as the mixing or effective confusion of times, rather than error or ignorance, an appropriately dynamic cognitive theory needs to be integrated into our historical and literary critical practices. The blending or interanimation of temporalities is intrinsic to human memory, in all its embodied, social, and affective complexity. Yet our critical instincts, in early modern studies as elsewhere in literary theory, dismiss invocations of mind and cognition as ahistorical. Whether projecting an originary interiority behind the text, or gesturing towards a transhistorical human nature, psychological criticism is often rejected as both universalizing and essentialist. But it is an over-reaction to such individualism to allow the mind to go missing entirely. In a more productive anachronism, we locate the polytemporality of experience in the richly situated nature of cognitive ecologies, context-sensitive systems or assemblages of material, cultural, and bodily resources. Remembering and skilful activity, on this view, involve the coordination of disparate internal and external resources, all with their own histories and dynamics, altering at distinctive or competing timescales. This allows us to put the mind back into time and history. We exemplify our claim that plural or anachronistic temporality is built in to memory and action by analysing both contemporary and historical artwork and performance, with a focus on the early modern English theatre, a new enterprise distributed across a loosely affiliated world of actors, spaces, material texts and objects, and audiences. We examine the polytemporality of the theatre in the specific case of the Fool’s prophecy in the Folio text of King Lear, and in the embodied skill of the player, probably Robert Armin, and the connections between his performances and those of the most famous of Elizabethan clowns, Richard Tarlton. This kind of cognitive history escapes both individualism and universalism, suggesting new ways to conceptualize relations between agents and technologies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b3dd293b2177232d96bf777a202fd829" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30659165,"asset_id":1054443,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30659165/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1054443"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1054443"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1054443; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1054443]").text(description); $(".js-view-count[data-work-id=1054443]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1054443; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1054443']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b3dd293b2177232d96bf777a202fd829" } } $('.js-work-strip[data-work-id=1054443]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1054443,"title":"Minds in and out of time: memory, embodied skill, anachronism, and performance [Tribble \u0026 Sutton]","translated_title":"","metadata":{"abstract":"Contemporary critical instincts, in early modern studies as elsewhere in literary theory, often dismiss invocations of mind and cognition as inevitably ahistorical, as performing a retrograde version of anachronism. Arguing that our experience of time is inherently anachronistic and polytemporal, we draw on the frameworks of distributed cognition and extended mind to theorize cognition as itself distributed, cultural, and temporal. Intelligent, embodied action is a hybrid process, involving the coordination of disparate neural, affective, cognitive, interpersonal, ecological, technological, and cultural resources. Because the diverse elements of such coupled systems each have their own histories and dynamics, many distinctive or competing times are built in to the very mechanisms of remembering\r\nand reasoning. We make this argument by means of two distinct case histories: a reading of the site-specific audio walk of Canadian artist Janet Cardiff; and an extended discussion of a famously anachronistic moment in William Shakespeare’s King Lear. These readings reveal the inherent poly-temporalities of human mental and social life.\r\nTo refigure anachronism as the mixing or effective confusion of times, rather than error or ignorance, an appropriately dynamic cognitive theory needs to be integrated into our historical and literary critical practices. The blending or interanimation of temporalities is intrinsic to human memory, in all its embodied, social, and affective complexity. Yet our critical instincts, in early modern studies as elsewhere in literary theory, dismiss invocations of mind and cognition as ahistorical. Whether projecting an originary interiority behind the text, or gesturing towards a transhistorical human nature, psychological criticism is often rejected as both universalizing and essentialist. But it is an over-reaction to such individualism to allow the mind to go missing entirely. 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These readings reveal the inherent poly-temporalities of human mental and social life.\r\nTo refigure anachronism as the mixing or effective confusion of times, rather than error or ignorance, an appropriately dynamic cognitive theory needs to be integrated into our historical and literary critical practices. The blending or interanimation of temporalities is intrinsic to human memory, in all its embodied, social, and affective complexity. Yet our critical instincts, in early modern studies as elsewhere in literary theory, dismiss invocations of mind and cognition as ahistorical. Whether projecting an originary interiority behind the text, or gesturing towards a transhistorical human nature, psychological criticism is often rejected as both universalizing and essentialist. But it is an over-reaction to such individualism to allow the mind to go missing entirely. In a more productive anachronism, we locate the polytemporality of experience in the richly situated nature of cognitive ecologies, context-sensitive systems or assemblages of material, cultural, and bodily resources. Remembering and skilful activity, on this view, involve the coordination of disparate internal and external resources, all with their own histories and dynamics, altering at distinctive or competing timescales. This allows us to put the mind back into time and history. We exemplify our claim that plural or anachronistic temporality is built in to memory and action by analysing both contemporary and historical artwork and performance, with a focus on the early modern English theatre, a new enterprise distributed across a loosely affiliated world of actors, spaces, material texts and objects, and audiences. We examine the polytemporality of the theatre in the specific case of the Fool’s prophecy in the Folio text of King Lear, and in the embodied skill of the player, probably Robert Armin, and the connections between his performances and those of the most famous of Elizabethan clowns, Richard Tarlton. This kind of cognitive history escapes both individualism and universalism, suggesting new ways to conceptualize relations between agents and technologies.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":30659165,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30659165/thumbnails/1.jpg","file_name":"Tribble_Sutton_2012_Minds_Time.pdf","download_url":"https://www.academia.edu/attachments/30659165/download_file","bulk_download_file_name":"Minds_in_and_out_of_time_memory_embodied.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30659165/Tribble_Sutton_2012_Minds_Time-libre.pdf?1391848235=\u0026response-content-disposition=attachment%3B+filename%3DMinds_in_and_out_of_time_memory_embodied.pdf\u0026Expires=1744238896\u0026Signature=cNGgiw5LS0hLmeGhAd2kJQT~adVPDdNSgNpOHSF2Lhl8KqNEgoG~Gvvh5OddkcK13vcWqv9l3FSSlmn6GoEytRe5XCpcg91UoM8CZsnAWO-b4AdyG8G4dDoiODf2dXyxj3h3LuxWNwP~yioAemGDTvq5AigEHNkl3Ufipo~yEFfY0HqJE81LBZ3aMTtYn~JHAzLhikTodL9LFSRaXoGbzOmlG3bcKxg1s~yPbgSf9chyl5JHmcUOKM6xX3eSjVf~1qIygkI8Vz0tCclZMVTG~I5O1zDDjkGbROucUUXbPPx~TRPvMtoUX6-geDPu-RntegQr~il2v-Mu0IBCFfgf3g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3146,"name":"Shakespeare","url":"https://www.academia.edu/Documents/in/Shakespeare"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition"},{"id":5044,"name":"Embodiment","url":"https://www.academia.edu/Documents/in/Embodiment"},{"id":5425,"name":"Embodied Mind and Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Mind_and_Cognition"},{"id":7888,"name":"Literary Theory","url":"https://www.academia.edu/Documents/in/Literary_Theory"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":19456,"name":"Early Modern English drama","url":"https://www.academia.edu/Documents/in/Early_Modern_English_drama"},{"id":33992,"name":"Literature and cognition","url":"https://www.academia.edu/Documents/in/Literature_and_cognition"},{"id":85841,"name":"King Lear","url":"https://www.academia.edu/Documents/in/King_Lear"},{"id":152244,"name":"Skill","url":"https://www.academia.edu/Documents/in/Skill"},{"id":169367,"name":"Art and Memory","url":"https://www.academia.edu/Documents/in/Art_and_Memory"},{"id":198757,"name":"Anachronism","url":"https://www.academia.edu/Documents/in/Anachronism"},{"id":327616,"name":"Early Modern Memory","url":"https://www.academia.edu/Documents/in/Early_Modern_Memory"}],"urls":[]}, dispatcherData: dispatcherData }); 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href="https://www.academia.edu/3088024/Body_Mind_and_Order_local_memory_and_the_control_of_mental_representations_in_medieval_and_Renaissance_sciences_of_self">Body, Mind, and Order: local memory and the control of mental representations in medieval and Renaissance sciences of self</a></div><div class="wp-workCard_item"><span>1543 And All That: word and image in the proto-scientific revolution</span><span>, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper is a tentative step towards a historical cognitive science, in the domain of memory an...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper is a tentative step towards a historical cognitive science, in the domain of memory and personal identity. I treat theoretical models of memory in history as specimens of the way cultural norms and artifacts can permeate ('proto')scientific views of inner processes. I apply this analysis to the topic of psychological control over one's own body, brain, and mind. Some metaphors and models for memory and mental representation signal the projection inside of external aids. Overtly at least, medieval and Renaissance theorists agreed that such models had to allow for, or even guarantee, some conception of cognitive order and discipline. Individual memory traces had to be independent, not mixed up or interfering with others. The long tradition of improving or bypassing 'natural memory' by deliberately internalizing artefactual models was part of an arduous process of self-fashioning. Moral panic about confusion and mixture features centrally in the imposition of cognitive discipline in local memory traditions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ff0e94d8423a4a6281bdea4752c5a522" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31014591,"asset_id":3088024,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31014591/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3088024"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3088024"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3088024; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3088024]").text(description); $(".js-view-count[data-work-id=3088024]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3088024; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3088024']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ff0e94d8423a4a6281bdea4752c5a522" } } $('.js-work-strip[data-work-id=3088024]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3088024,"title":"Body, Mind, and Order: local memory and the control of mental representations in medieval and Renaissance sciences of self","translated_title":"","metadata":{"abstract":"This paper is a tentative step towards a historical cognitive science, in the domain of memory and personal identity. I treat theoretical models of memory in history as specimens of the way cultural norms and artifacts can permeate ('proto')scientific views of inner processes. I apply this analysis to the topic of psychological control over one's own body, brain, and mind. Some metaphors and models for memory and mental representation signal the projection inside of external aids. Overtly at least, medieval and Renaissance theorists agreed that such models had to allow for, or even guarantee, some conception of cognitive order and discipline. Individual memory traces had to be independent, not mixed up or interfering with others. The long tradition of improving or bypassing 'natural memory' by deliberately internalizing artefactual models was part of an arduous process of self-fashioning. Moral panic about confusion and mixture features centrally in the imposition of cognitive discipline in local memory traditions.","more_info":"In Guy Freeland \u0026 Anthony Corones (eds.), 1543 And All That: word and image in the proto-scientific revolution (Dordrecht: Kluwer), pp.117-150","publication_date":{"day":null,"month":null,"year":2000,"errors":{}},"publication_name":"1543 And All That: word and image in the proto-scientific revolution"},"translated_abstract":"This paper is a tentative step towards a historical cognitive science, in the domain of memory and personal identity. I treat theoretical models of memory in history as specimens of the way cultural norms and artifacts can permeate ('proto')scientific views of inner processes. I apply this analysis to the topic of psychological control over one's own body, brain, and mind. Some metaphors and models for memory and mental representation signal the projection inside of external aids. 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Moral panic about confusion and mixture features centrally in the imposition of cognitive discipline in local memory traditions.","internal_url":"https://www.academia.edu/3088024/Body_Mind_and_Order_local_memory_and_the_control_of_mental_representations_in_medieval_and_Renaissance_sciences_of_self","translated_internal_url":"","created_at":"2013-03-23T06:18:19.537-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":31014591,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/31014591/thumbnails/1.jpg","file_name":"Sutton_Body_Mind_Order_2000.pdf","download_url":"https://www.academia.edu/attachments/31014591/download_file","bulk_download_file_name":"Body_Mind_and_Order_local_memory_and_the.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/31014591/Sutton_Body_Mind_Order_2000-libre.pdf?1392126415=\u0026response-content-disposition=attachment%3B+filename%3DBody_Mind_and_Order_local_memory_and_the.pdf\u0026Expires=1744238896\u0026Signature=elOkWVZIrFN2nCqP2665jSXTbImZlfMx3os-bNV1Zp4TSy7JFlnwDPHDrLyqp-4QE43vMRLWCCb0LvKZ05dw~hExDDG-lpjVR2UzoLryBe4X0FSscpDSMsjub1yCiIMQS55Igq8a4m~lV0fpeSJBxOSOL6dgnYnClhfHI70H5PhKJxBXx7Avl8dkgynTF2RqA-s-E6BGy~H~d1C1mhD1RFwjCqnlS6~LoGFG32~6s-7sLWgei84F2dLBFnwRzNCVOlnpJny6cZ1ZOqmVvDsJXoyzPQTFa1FI7w3q24WSyG6kkR1MHvF0KeFeWvvpDaNox3IlMGXaiKB6hetVeopBRw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Body_Mind_and_Order_local_memory_and_the_control_of_mental_representations_in_medieval_and_Renaissance_sciences_of_self","translated_slug":"","page_count":18,"language":"en","content_type":"Work","summary":"This paper is a tentative step towards a historical cognitive science, in the domain of memory and personal identity. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-342422-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="342453"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/342453/Controlling_the_Passions_passion_memory_and_the_moral_physiology_of_self_in_seventeenth_century_neurophilosophy"><img alt="Research paper thumbnail of Controlling the Passions: passion, memory, and the moral physiology of self in seventeenth-century neurophilosophy" class="work-thumbnail" src="https://attachments.academia-assets.com/1752527/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/342453/Controlling_the_Passions_passion_memory_and_the_moral_physiology_of_self_in_seventeenth_century_neurophilosophy">Controlling the Passions: passion, memory, and the moral physiology of self in seventeenth-century neurophilosophy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Some natural philosophers in the 17th century believed that they could control their own innards,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Some natural philosophers in the 17th century believed that they could control their own innards, specifically the animal spirits coursing incessantly through brain and nerves, in order to discipline or harness passion, cognition and action under rational guidance. This chapter addresses the mechanisms thought necessary after Eden for controlling the physiology of passion. The tragedy of human embedding in the body, with its cognitive and moral limitations, was paired with a sense of our confinement in sequential time. I use two strands of 17th-century natural philosophy to exemplify forms of the perceived connection between physiology, memory, and the passions. I deal at length with Cartesian mechanism, and more briefly with Restoration natural philosophy in England. These are fruitful historical domains for connecting cognition and culture, since relations of domination, disruption, or accommodation between present and past are in play for both selves and societies. Despite the difficulty of integrating affect with cognition in theories of brain and mind, the capacity to treat passion and memory together is crucial for future cognitive science to address issues which outsiders care about.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dddf67ecfd8c6e8e76daf1f6c7e1f967" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1752527,"asset_id":342453,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1752527/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="342453"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="342453"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 342453; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=342453]").text(description); $(".js-view-count[data-work-id=342453]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 342453; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='342453']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dddf67ecfd8c6e8e76daf1f6c7e1f967" } } $('.js-work-strip[data-work-id=342453]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":342453,"title":"Controlling the Passions: passion, memory, and the moral physiology of self in seventeenth-century neurophilosophy","translated_title":"","metadata":{"abstract":"Some natural philosophers in the 17th century believed that they could control their own innards, specifically the animal spirits coursing incessantly through brain and nerves, in order to discipline or harness passion, cognition and action under rational guidance. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-1054504-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="342409"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/342409/Soul_and_Body_in_Seventeenth_Century_British_Philosophy"><img alt="Research paper thumbnail of Soul and Body in Seventeenth-Century British Philosophy" class="work-thumbnail" src="https://attachments.academia-assets.com/34285022/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/342409/Soul_and_Body_in_Seventeenth_Century_British_Philosophy">Soul and Body in Seventeenth-Century British Philosophy</a></div><div class="wp-workCard_item"><span>The Oxford Handbook of British Philosophy in the Seventeenth Century</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Ideas about soul and body – about thinking or remembering, mind and life, brain and self – remain...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Ideas about soul and body – about thinking or remembering, mind and life, brain and self – remain both diverse and controversial in our neurocentric age. The history of these ideas is significant both in its own right and to aid our understanding of the complex sources and nature of our concepts of mind, cognition, and psychology, which are all terms with puzzling, difficult histories. These topics are not the domain of specialists alone, and studies of emotion, perception, or reasoning have never been isolated theoretical endeavours. As Francis Bacon described human philosophy or ‘the knowledge of our selves’, within which he located the study of body, soul, and mind, it ‘deserveth the more accurate handling, by how much it toucheth us more nearly’ (1605/ 2000: 93). The history of ideas in these domains is <br />particularly challenging given the practical dimensions and implications of theories of mind. Because theories of human nature and debates about body and mind do ‘touch us’ so ‘nearly’, <br />they attract and can thus reveal, in specific historical contexts, interconnected discourses or associations which may be quite unlike our own. This chapter retains a focus, however, on the history of theories of mind: we address an array of distinctive positi <br />ons inmetaphysics and psychology which emerged in wider British debate, each with potential religious, moral, and political implications. We proceed by selectively surveying the conceptual inheritance and challenges for British philosophers in the early seventeenth century with regard to both the soul and the humoral temperament of body and mind. We look at some of the eclectic systems developed by British philosophers of the soul in the mid-century period, and at different ways new ideas in both medicine and metaphysics were integrated.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ca36211d082ab0c3e9d3c21689ddf525" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34285022,"asset_id":342409,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34285022/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="342409"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="342409"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 342409; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=342409]").text(description); $(".js-view-count[data-work-id=342409]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 342409; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='342409']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ca36211d082ab0c3e9d3c21689ddf525" } } $('.js-work-strip[data-work-id=342409]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":342409,"title":"Soul and Body in Seventeenth-Century British Philosophy","translated_title":"","metadata":{"abstract":"Ideas about soul and body – about thinking or remembering, mind and life, brain and self – remain both diverse and controversial in our neurocentric age. 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data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3087924/Religion_and_the_Failures_of_Determinism"><img alt="Research paper thumbnail of Religion and the Failures of Determinism" class="work-thumbnail" src="https://attachments.academia-assets.com/31014478/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3087924/Religion_and_the_Failures_of_Determinism">Religion and the Failures of Determinism</a></div><div class="wp-workCard_item"><span>The Uses of Antiquity: the scientific revolution and the classical tradition</span><span>, 1991</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper in history of philosophy covers themes about determinism from Pomponazzi to Cudworth. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper in history of philosophy covers themes about determinism from Pomponazzi to Cudworth. It deals with Pico della Mirandola, Lipsius and the neo-Stoics, Pietro Pomponazzi's attacks on free will, the English dramatist John Webster, Marin Mersenne, Hobbes's deterministic psychology, and English NeoPlatonism.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-3087924-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-3087924-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22821050/figure-1-religion-and-the-failures-of-determinism"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/31014478/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22821068/figure-2-religion-and-the-failures-of-determinism"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/31014478/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22821076/figure-3-religion-and-the-failures-of-determinism"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/31014478/figure_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22821089/figure-4-to-trace-path-from-pico-della-mirandolas"><img alt="To trace a path from Pico della Mirandola’s Renaissance man to the Jacobean malcontents of Marston or Webster is to document not an inflation of hopes for dominion over the natural world, but rather a loss of confidence in the possibility of control over even human affairs. ‘For I am going into a wilderness, /Where I shall find nor path, nor friendly clew/To be my guide’.2 The bleak consequences of this lack of direc- tion, leaving traces through into the Restoration period in England, are particularly evident in the free will debate: of Milton’s angels, " class="figure-slide-image" src="https://figures.academia-assets.com/31014478/figure_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/22821099/figure-5-religion-and-the-failures-of-determinism"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/31014478/figure_005.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-3087924-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dc36e9fa7b3094c48c296bb7d15babae" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31014478,"asset_id":3087924,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31014478/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3087924"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3087924"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3087924; 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href="https://www.academia.edu/10377770/Cue_generation_and_memory_construction_in_direct_and_generative_autobiographical_memory_retrieval_Harris_OConnor_and_Sutton_"><img alt="Research paper thumbnail of Cue generation and memory construction in direct and generative autobiographical memory retrieval [Harris, O'Connor, & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/36444154/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10377770/Cue_generation_and_memory_construction_in_direct_and_generative_autobiographical_memory_retrieval_Harris_OConnor_and_Sutton_">Cue generation and memory construction in direct and generative autobiographical memory retrieval [Harris, O'Connor, & Sutton]</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Theories of autobiographical memory emphasise effortful, generative search processes in memory re...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Theories of autobiographical memory emphasise effortful, generative search processes in memory retrieval. However recent research suggests that memories are often retrieved<br />directly, without effortful search. We investigated whether direct and generative retrieval differed in the characteristics of memories recalled, or only in terms of retrieval latency.<br />Participants recalled autobiographical memories in response to cue words. For each memory, they reported whether it was retrieved directly or generatively, rated its visuo-spatial<br />perspective, and judged its accompanying recollective experience. Our results indicated that direct retrieval was commonly reported and was faster than generative retrieval, replicating recent findings. The characteristics of directly retrieved memories differed from generatively retrieved memories: directly retrieved memories had higher field perspective ratings and lower observer perspective ratings. However, retrieval mode did not influence recollective experience. We discuss our findings in terms of cue generation and content construction, and the implication for reconstructive models of autobiographical memory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b6246992e040b186f1e388a901c6cdfb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36444154,"asset_id":10377770,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36444154/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10377770"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10377770"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10377770; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10377770]").text(description); $(".js-view-count[data-work-id=10377770]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10377770; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10377770']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b6246992e040b186f1e388a901c6cdfb" } } $('.js-work-strip[data-work-id=10377770]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10377770,"title":"Cue generation and memory construction in direct and generative autobiographical memory retrieval [Harris, O'Connor, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"Theories of autobiographical memory emphasise effortful, generative search processes in memory retrieval. However recent research suggests that memories are often retrieved\ndirectly, without effortful search. We investigated whether direct and generative retrieval differed in the characteristics of memories recalled, or only in terms of retrieval latency.\nParticipants recalled autobiographical memories in response to cue words. For each memory, they reported whether it was retrieved directly or generatively, rated its visuo-spatial\nperspective, and judged its accompanying recollective experience. Our results indicated that direct retrieval was commonly reported and was faster than generative retrieval, replicating recent findings. The characteristics of directly retrieved memories differed from generatively retrieved memories: directly retrieved memories had higher field perspective ratings and lower observer perspective ratings. However, retrieval mode did not influence recollective experience. We discuss our findings in terms of cue generation and content construction, and the implication for reconstructive models of autobiographical memory."},"translated_abstract":"Theories of autobiographical memory emphasise effortful, generative search processes in memory retrieval. However recent research suggests that memories are often retrieved\ndirectly, without effortful search. We investigated whether direct and generative retrieval differed in the characteristics of memories recalled, or only in terms of retrieval latency.\nParticipants recalled autobiographical memories in response to cue words. For each memory, they reported whether it was retrieved directly or generatively, rated its visuo-spatial\nperspective, and judged its accompanying recollective experience. Our results indicated that direct retrieval was commonly reported and was faster than generative retrieval, replicating recent findings. The characteristics of directly retrieved memories differed from generatively retrieved memories: directly retrieved memories had higher field perspective ratings and lower observer perspective ratings. However, retrieval mode did not influence recollective experience. We discuss our findings in terms of cue generation and content construction, and the implication for reconstructive models of autobiographical memory.","internal_url":"https://www.academia.edu/10377770/Cue_generation_and_memory_construction_in_direct_and_generative_autobiographical_memory_retrieval_Harris_OConnor_and_Sutton_","translated_internal_url":"","created_at":"2015-01-29T16:45:52.234-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":137427,"work_id":10377770,"tagging_user_id":176044,"tagged_user_id":872424,"co_author_invite_id":null,"email":"c***s@mq.edu.au","affiliation":"Western Sydney University","display_order":null,"name":"Celia Harris","title":"Cue generation and memory construction in direct and generative autobiographical memory retrieval [Harris, O'Connor, \u0026 Sutton]"}],"downloadable_attachments":[{"id":36444154,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/36444154/thumbnails/1.jpg","file_name":"2015_Harris_OConnor_Sutton_CandC.pdf","download_url":"https://www.academia.edu/attachments/36444154/download_file","bulk_download_file_name":"Cue_generation_and_memory_construction_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/36444154/2015_Harris_OConnor_Sutton_CandC-libre.pdf?1422580009=\u0026response-content-disposition=attachment%3B+filename%3DCue_generation_and_memory_construction_i.pdf\u0026Expires=1744238897\u0026Signature=OhBJOrIjB9lxAnlmrswKpRLvMfrP7GamdHyMYKSHF51z9o~BTJbmPylqx94jr0LuTLy0IW2EaODH00BbUeYoIpWIRUV7lEZV9w7qL3jkwJiXJYyt008qwce5jYXpdWL5KZJChKwqb5eaV4cq-KV9vo5yv4t4BK3cZQ8Ql6vK7JqWNtJhrxYoCPir0EEdMNGJDAZRX5iomdqcKz63erUsWPdCBDIlRgo2ySFb23Zd7jqnvnLiLGA7-iT-YdoAEkswK0zjvGMJjfJSnywW4opC~DvucLzQgkriuSDuUUrMGmZzmaIX248TkD9W9gXA5j7Hlb-ybKH8vOh0hsIsqN92xw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Cue_generation_and_memory_construction_in_direct_and_generative_autobiographical_memory_retrieval_Harris_OConnor_and_Sutton_","translated_slug":"","page_count":13,"language":"en","content_type":"Work","summary":"Theories of autobiographical memory emphasise effortful, generative search processes in memory retrieval. However recent research suggests that memories are often retrieved\ndirectly, without effortful search. We investigated whether direct and generative retrieval differed in the characteristics of memories recalled, or only in terms of retrieval latency.\nParticipants recalled autobiographical memories in response to cue words. For each memory, they reported whether it was retrieved directly or generatively, rated its visuo-spatial\nperspective, and judged its accompanying recollective experience. Our results indicated that direct retrieval was commonly reported and was faster than generative retrieval, replicating recent findings. The characteristics of directly retrieved memories differed from generatively retrieved memories: directly retrieved memories had higher field perspective ratings and lower observer perspective ratings. However, retrieval mode did not influence recollective experience. We discuss our findings in terms of cue generation and content construction, and the implication for reconstructive models of autobiographical memory.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":36444154,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/36444154/thumbnails/1.jpg","file_name":"2015_Harris_OConnor_Sutton_CandC.pdf","download_url":"https://www.academia.edu/attachments/36444154/download_file","bulk_download_file_name":"Cue_generation_and_memory_construction_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/36444154/2015_Harris_OConnor_Sutton_CandC-libre.pdf?1422580009=\u0026response-content-disposition=attachment%3B+filename%3DCue_generation_and_memory_construction_i.pdf\u0026Expires=1744238897\u0026Signature=OhBJOrIjB9lxAnlmrswKpRLvMfrP7GamdHyMYKSHF51z9o~BTJbmPylqx94jr0LuTLy0IW2EaODH00BbUeYoIpWIRUV7lEZV9w7qL3jkwJiXJYyt008qwce5jYXpdWL5KZJChKwqb5eaV4cq-KV9vo5yv4t4BK3cZQ8Ql6vK7JqWNtJhrxYoCPir0EEdMNGJDAZRX5iomdqcKz63erUsWPdCBDIlRgo2ySFb23Zd7jqnvnLiLGA7-iT-YdoAEkswK0zjvGMJjfJSnywW4opC~DvucLzQgkriuSDuUUrMGmZzmaIX248TkD9W9gXA5j7Hlb-ybKH8vOh0hsIsqN92xw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":71898,"name":"Perspective","url":"https://www.academia.edu/Documents/in/Perspective"},{"id":126973,"name":"Visuospatial processing","url":"https://www.academia.edu/Documents/in/Visuospatial_processing"},{"id":178419,"name":"Memory Retrieval","url":"https://www.academia.edu/Documents/in/Memory_Retrieval"},{"id":198265,"name":"Recollection","url":"https://www.academia.edu/Documents/in/Recollection"},{"id":400865,"name":"Perspectives","url":"https://www.academia.edu/Documents/in/Perspectives"},{"id":992463,"name":"Remembering","url":"https://www.academia.edu/Documents/in/Remembering"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-10377770-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="42916473"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42916473/Contamination_or_natural_variation_A_comparison_of_contradictions_from_suggested_contagion_and_intrinsic_variability_in_repeated_autobiographical_accounts_Temler_Barnier_Sutton_and_McIlwain_"><img alt="Research paper thumbnail of Contamination or natural variation? A comparison of contradictions from suggested contagion and intrinsic variability in repeated autobiographical accounts (Temler, Barnier, Sutton, & McIlwain)" class="work-thumbnail" src="https://attachments.academia-assets.com/63166812/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916473/Contamination_or_natural_variation_A_comparison_of_contradictions_from_suggested_contagion_and_intrinsic_variability_in_repeated_autobiographical_accounts_Temler_Barnier_Sutton_and_McIlwain_">Contamination or natural variation? A comparison of contradictions from suggested contagion and intrinsic variability in repeated autobiographical accounts (Temler, Barnier, Sutton, & McIlwain)</a></div><div class="wp-workCard_item"><span>JARMAC: Journal of Applied Research in Memory and Cognition</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contradictions and other changes across retellings can result from contamination from others, dec...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Contradictions and other changes across retellings can result from contamination from others, deception, or natural variation. In this study we used the social contagion paradigm to investigate (a) the relative frequencies and types of contradictions resulting from outside suggestion and from natural variation and (b) a baseline measure of variation in autobiographical memory accounts across retellings. Participants recalled memories of four personal events.  One week later, participants and confederates alternated in describing their own and summarising each other’s autobiographical events. The confederates included a contradictory contagion detail in two of the participants’ events.  The participants then individually recalled their own events. Twenty percent of participants made contradictions due to contagion, but 63% of participants made contradictions due to intrinsic variation. Accounts also exhibited other forms of variation.  Concern about negative evaluation and social closeness ratings predicted contradictions due to contagion but not intrinsic variation.  We discuss applications to forensic settings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7d3eefd01a2819d21ad50ffa812aa156" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63166812,"asset_id":42916473,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63166812/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916473; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916473]").text(description); $(".js-view-count[data-work-id=42916473]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916473; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916473']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7d3eefd01a2819d21ad50ffa812aa156" } } $('.js-work-strip[data-work-id=42916473]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916473,"title":"Contamination or natural variation? 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","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"JARMAC: Journal of Applied Research in Memory and Cognition"},"translated_abstract":"Contradictions and other changes across retellings can result from contamination from others, deception, or natural variation. In this study we used the social contagion paradigm to investigate (a) the relative frequencies and types of contradictions resulting from outside suggestion and from natural variation and (b) a baseline measure of variation in autobiographical memory accounts across retellings. Participants recalled memories of four personal events. One week later, participants and confederates alternated in describing their own and summarising each other’s autobiographical events. The confederates included a contradictory contagion detail in two of the participants’ events. The participants then individually recalled their own events. 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In two studies, we examined how the products and processes of autobiographical recall depend on individual vs. collaborative remembering and the relationship between group members. In both studies, dyads of strangers, friends, and siblings recalled autobiographical events individually (elicitation), then either collaboratively or individually (recall). Study 1 involved typing memory narratives; Study 2 involved recalling aloud. We examined shifts in vividness, emotionality, and pronoun use within memory narratives produced by diﬀerent relationship types. In Study 2, we also coded collaborative dyads' collaborative processes or communication processes. In Study 1, all relationships showed decreased positive emotion and I-pronouns and increased negative emotion within collaboratively-produced memory narratives. In Study 2, all relationships showed increased vividness, reduced emotionality and positive and negative emotion, and increased I- and we-pronouns within collaboratively-produced memory narratives. However, strangers used collaborative processes diﬀerently from friends and siblings. Some collaborative processes were associated with memory qualities. Across studies, collaboration inﬂuenced memory quality more than did relationship type, but relationship type inﬂuenced dyads’ recall dynamics. These ﬁndings indicate the complexity of social inﬂuences on memory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="539922a4c4c17aaec9aca6bfd9a5a31c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63166773,"asset_id":42916438,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63166773/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916438"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916438"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916438; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916438]").text(description); $(".js-view-count[data-work-id=42916438]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916438; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916438']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "539922a4c4c17aaec9aca6bfd9a5a31c" } } $('.js-work-strip[data-work-id=42916438]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916438,"title":"Effects of collaboration on the qualities of autobiographical recall in strangers, friends, and siblings: both remembering partner and communication processes matter (Selwood, Harris, Barnier, \u0026 Sutton)","translated_title":"","metadata":{"doi":"10.1080/09658211.2020.1727521","abstract":"Recalling autobiographical memories with others can inﬂuence the quality of recall, but little is known about how features of the group inﬂuence memory outcomes. In two studies, we examined how the products and processes of autobiographical recall depend on individual vs. collaborative remembering and the relationship between group members. In both studies, dyads of strangers, friends, and siblings recalled autobiographical events individually (elicitation), then either collaboratively or individually (recall). Study 1 involved typing memory narratives; Study 2 involved recalling aloud. We examined shifts in vividness, emotionality, and pronoun use within memory narratives produced by diﬀerent relationship types. In Study 2, we also coded collaborative dyads' collaborative processes or communication processes. In Study 1, all relationships showed decreased positive emotion and I-pronouns and increased negative emotion within collaboratively-produced memory narratives. In Study 2, all relationships showed increased vividness, reduced emotionality and positive and negative emotion, and increased I- and we-pronouns within collaboratively-produced memory narratives. However, strangers used collaborative processes diﬀerently from friends and siblings. Some collaborative processes were associated with memory qualities. Across studies, collaboration inﬂuenced memory quality more than did relationship type, but relationship type inﬂuenced dyads’ recall dynamics. These ﬁndings indicate the complexity of social inﬂuences on memory.","more_info":"Amanda Selwood, Celia B. Harris, Amanda J. Barnier, and John Sutton. 2020. Effects of collaboration on the qualities of autobiographical recall in strangers, friends, and siblings: both remembering partner and communication processes matter. Memory 28 (3), 399-416. ","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Memory"},"translated_abstract":"Recalling autobiographical memories with others can inﬂuence the quality of recall, but little is known about how features of the group inﬂuence memory outcomes. In two studies, we examined how the products and processes of autobiographical recall depend on individual vs. collaborative remembering and the relationship between group members. In both studies, dyads of strangers, friends, and siblings recalled autobiographical events individually (elicitation), then either collaboratively or individually (recall). Study 1 involved typing memory narratives; Study 2 involved recalling aloud. We examined shifts in vividness, emotionality, and pronoun use within memory narratives produced by diﬀerent relationship types. In Study 2, we also coded collaborative dyads' collaborative processes or communication processes. In Study 1, all relationships showed decreased positive emotion and I-pronouns and increased negative emotion within collaboratively-produced memory narratives. In Study 2, all relationships showed increased vividness, reduced emotionality and positive and negative emotion, and increased I- and we-pronouns within collaboratively-produced memory narratives. However, strangers used collaborative processes diﬀerently from friends and siblings. Some collaborative processes were associated with memory qualities. Across studies, collaboration inﬂuenced memory quality more than did relationship type, but relationship type inﬂuenced dyads’ recall dynamics. 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In two studies, we examined how the products and processes of autobiographical recall depend on individual vs. collaborative remembering and the relationship between group members. In both studies, dyads of strangers, friends, and siblings recalled autobiographical events individually (elicitation), then either collaboratively or individually (recall). Study 1 involved typing memory narratives; Study 2 involved recalling aloud. We examined shifts in vividness, emotionality, and pronoun use within memory narratives produced by diﬀerent relationship types. In Study 2, we also coded collaborative dyads' collaborative processes or communication processes. In Study 1, all relationships showed decreased positive emotion and I-pronouns and increased negative emotion within collaboratively-produced memory narratives. In Study 2, all relationships showed increased vividness, reduced emotionality and positive and negative emotion, and increased I- and we-pronouns within collaboratively-produced memory narratives. However, strangers used collaborative processes diﬀerently from friends and siblings. Some collaborative processes were associated with memory qualities. Across studies, collaboration inﬂuenced memory quality more than did relationship type, but relationship type inﬂuenced dyads’ recall dynamics. These ﬁndings indicate the complexity of social inﬂuences on memory.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":63166773,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/63166773/thumbnails/1.jpg","file_name":"2020-Selwood-collab_AM20200501-15637-7c3ivr.pdf","download_url":"https://www.academia.edu/attachments/63166773/download_file","bulk_download_file_name":"Effects_of_collaboration_on_the_qualitie.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/63166773/2020-Selwood-collab_AM20200501-15637-7c3ivr-libre.pdf?1588389750=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_collaboration_on_the_qualitie.pdf\u0026Expires=1744238897\u0026Signature=YW0Ng6kaMt~ILjJmzOyUyIgUNUeAhqlgqex6RXl7MMiNKS-Qdnk~4HnPh9kTutHV6A9rRtq6uW9aFYr3K1LCRnqbrVOz4sQ5x2Ch1iiHauRwLphPwmQz6f9ievTR-lYbcXR2mvU7s3R-qootfg91rTxRk0l8m6mfx-PXT5S8VO2z7ik04XifHUwsiwvHlI59phnfWKGZono8mos8yDEbMW--8Zt87PIf0b5ThIA6tH2C7us6VOB~hHtsz4x5~BylL8jdUlQoPdzObm17cQrgaAfvX~yoJJQ6qz8Sv79Zj37z~b3m91Z3n9nq2CxbEfzmtDucP~vpwpo2QQlBX-T4~A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication"},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration"},{"id":11455,"name":"Social and Collective Memory","url":"https://www.academia.edu/Documents/in/Social_and_Collective_Memory"},{"id":12578,"name":"Memory (Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Psychology_"},{"id":13950,"name":"Collective Memory","url":"https://www.academia.edu/Documents/in/Collective_Memory"},{"id":18214,"name":"Social Memory","url":"https://www.academia.edu/Documents/in/Social_Memory"},{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory"},{"id":136900,"name":"Siblings Relationships","url":"https://www.academia.edu/Documents/in/Siblings_Relationships"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-42916438-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="42916526"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42916526/Phenomenology_in_autobiographical_thinking_underlying_features_of_prospection_and_retrospection_Cordonnier_Barnier_and_Sutton_"><img alt="Research paper thumbnail of Phenomenology in autobiographical thinking: underlying features of prospection and retrospection (Cordonnier, Barnier, & Sutton)" class="work-thumbnail" src="https://attachments.academia-assets.com/63166873/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42916526/Phenomenology_in_autobiographical_thinking_underlying_features_of_prospection_and_retrospection_Cordonnier_Barnier_and_Sutton_">Phenomenology in autobiographical thinking: underlying features of prospection and retrospection (Cordonnier, Barnier, & Sutton)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uclep.academia.edu/AlineCordonnier">Aline Cordonnier</a></span></div><div class="wp-workCard_item"><span>Psychology of Consciousness: theory, research, and practice </span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Memories of personal events can generate complex subjective experiences with high sensory details...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Memories of personal events can generate complex subjective experiences with high sensory details, a clear visuospatial context, and deep emotions. Future events, on the other hand, are thought to be experienced less strongly and less clearly than remembered past events. In this experiment, participants either remembered past events, imagined future events, or planned future events. Each mental representation of the event was followed by an extensive phenomenological questionnaire. As a second step, we added a new level of comparison by asking participants to generate alternative versions of these events and answer the same phenomenological questionnaire to examine phenomenology in counterfactual thinking, prefactual thinking, and prefactual planning. We ran an exploratory factor analysis to reveal common underlying features to this variety of autobiographical thinking. We extracted four principal factors that explained 53% of the total variance: an Autonoesis factor, a Scene-Construction factor, a Visual-Perspective factor, and an Optimism-Bias factor. When comparing remembered, imagined and planned events using our factor scores, we found that memory and prospection did not generate signiﬁcantly different subjective experiences. However, participants experienced the representation of counterfactual events less vividly and less clearly than memories, whereas they experienced prefactual imagined <br /> and prefactual planned events similarly to their original versions. In conclusion, our ﬁndings indicate that humans construct diverse forms of autobiographical events with similar underlying features, but with some differences in the phenomenology of retrospection and prospection, as reality constrains the way we perceive the past, but not so much the future.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4ad5470401b126b3b2f92a5db8f0a88a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63166873,"asset_id":42916526,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63166873/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42916526"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42916526"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42916526; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42916526]").text(description); $(".js-view-count[data-work-id=42916526]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42916526; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42916526']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4ad5470401b126b3b2f92a5db8f0a88a" } } $('.js-work-strip[data-work-id=42916526]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42916526,"title":"Phenomenology in autobiographical thinking: underlying features of prospection and retrospection (Cordonnier, Barnier, \u0026 Sutton)","translated_title":"","metadata":{"doi":"10.1037/cns0000156","abstract":"Memories of personal events can generate complex subjective experiences with high sensory details, a clear visuospatial context, and deep emotions. Future events, on the other hand, are thought to be experienced less strongly and less clearly than remembered past events. In this experiment, participants either remembered past events, imagined future events, or planned future events. Each mental representation of the event was followed by an extensive phenomenological questionnaire. As a second step, we added a new level of comparison by asking participants to generate alternative versions of these events and answer the same phenomenological questionnaire to examine phenomenology in counterfactual thinking, prefactual thinking, and prefactual planning. We ran an exploratory factor analysis to reveal common underlying features to this variety of autobiographical thinking. We extracted four principal factors that explained 53% of the total variance: an Autonoesis factor, a Scene-Construction factor, a Visual-Perspective factor, and an Optimism-Bias factor. When comparing remembered, imagined and planned events using our factor scores, we found that memory and prospection did not generate signiﬁcantly different subjective experiences. However, participants experienced the representation of counterfactual events less vividly and less clearly than memories, whereas they experienced prefactual imagined \n and prefactual planned events similarly to their original versions. In conclusion, our ﬁndings indicate that humans construct diverse forms of autobiographical events with similar underlying features, but with some differences in the phenomenology of retrospection and prospection, as reality constrains the way we perceive the past, but not so much the future.","more_info":"Aline Cordonnier, Amanda J. Barnier, and John Sutton. 2018. Phenomenology in autobiographical thinking: underlying features of prospection and retrospection. Psychology of Consciousness: theory, research, and practice 5 (3), 295-311.","ai_title_tag":"Autobiographical Thinking: Prospection and Retrospection Analysis","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Psychology of Consciousness: theory, research, and practice "},"translated_abstract":"Memories of personal events can generate complex subjective experiences with high sensory details, a clear visuospatial context, and deep emotions. Future events, on the other hand, are thought to be experienced less strongly and less clearly than remembered past events. In this experiment, participants either remembered past events, imagined future events, or planned future events. Each mental representation of the event was followed by an extensive phenomenological questionnaire. As a second step, we added a new level of comparison by asking participants to generate alternative versions of these events and answer the same phenomenological questionnaire to examine phenomenology in counterfactual thinking, prefactual thinking, and prefactual planning. We ran an exploratory factor analysis to reveal common underlying features to this variety of autobiographical thinking. We extracted four principal factors that explained 53% of the total variance: an Autonoesis factor, a Scene-Construction factor, a Visual-Perspective factor, and an Optimism-Bias factor. When comparing remembered, imagined and planned events using our factor scores, we found that memory and prospection did not generate signiﬁcantly different subjective experiences. However, participants experienced the representation of counterfactual events less vividly and less clearly than memories, whereas they experienced prefactual imagined \n and prefactual planned events similarly to their original versions. 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When comparing remembered, imagined and planned events using our factor scores, we found that memory and prospection did not generate signiﬁcantly different subjective experiences. However, participants experienced the representation of counterfactual events less vividly and less clearly than memories, whereas they experienced prefactual imagined \n and prefactual planned events similarly to their original versions. 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In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or an unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past<br />and future thinking and on how past and future thinking processes interact.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="eadb231dd9f1b68a1d1c9ab46c7a764e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39514804,"asset_id":17449507,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39514804/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17449507"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17449507"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17449507; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17449507]").text(description); $(".js-view-count[data-work-id=17449507]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17449507; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17449507']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "eadb231dd9f1b68a1d1c9ab46c7a764e" } } $('.js-work-strip[data-work-id=17449507]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17449507,"title":"Scripts and information units in future planning: interactions between a past and a future planning task (Cordonnier, Barnier, \u0026 Sutton)","translated_title":"","metadata":{"issue":"2","volume":"69","abstract":"Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or an unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past\nand future thinking and on how past and future thinking processes interact.","more_info":"Aline Cordonnier, Amanda J. Barnier, and John Sutton. 2016. Scripts and information units in future \tplanning: interactions between a past and a future planning task. Quarterly Journal of Experimental Psychology 69 (2), 324-338","page_numbers":"324-338","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Quarterly Journal of Experimental Psychology "},"translated_abstract":"Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or an unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past\nand future thinking and on how past and future thinking processes interact.","internal_url":"https://www.academia.edu/17449507/Scripts_and_information_units_in_future_planning_interactions_between_a_past_and_a_future_planning_task_Cordonnier_Barnier_and_Sutton_","translated_internal_url":"","created_at":"2015-10-28T23:23:07.498-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":8203977,"work_id":17449507,"tagging_user_id":176044,"tagged_user_id":221702,"co_author_invite_id":null,"email":"a***r@mq.edu.au","affiliation":"Macquarie University","display_order":1,"name":"Amanda Barnier","title":"Scripts and information units in future planning: interactions between a past and a future planning task (Cordonnier, Barnier, \u0026 Sutton)"},{"id":34470647,"work_id":17449507,"tagging_user_id":176044,"tagged_user_id":143240926,"co_author_invite_id":null,"email":"k***3@hotmail.com","affiliation":"Université catholique de Louvain","display_order":2,"name":"Aline Cordonnier","title":"Scripts and information units in future planning: interactions between a past and a future planning task (Cordonnier, Barnier, \u0026 Sutton)"}],"downloadable_attachments":[{"id":39514804,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39514804/thumbnails/1.jpg","file_name":"2015_Cordonnier_Barnier_Sutton_QJEP.pdf","download_url":"https://www.academia.edu/attachments/39514804/download_file","bulk_download_file_name":"Scripts_and_information_units_in_future.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39514804/2015_Cordonnier_Barnier_Sutton_QJEP-libre.pdf?1446099619=\u0026response-content-disposition=attachment%3B+filename%3DScripts_and_information_units_in_future.pdf\u0026Expires=1744238897\u0026Signature=Fr40UakFMVHJzbhrd25PVf10h7rdd-yxfidWVPOBVOyEbLL1gk~myOEZeDfsgNGLuvTX1bWcLxQ-01jjMJCO9qvAsInTT7ZNh-iHWmoa12rOpzKermRyOBQV8ORxLZeDAiXQ6pO81sEuCfLhx4Ppk5jfT08BY-fclvSa595II3W4n5IYdVz-BxW8LoILMIAS3H1zIBccmeAl5xWLGvwD-N1yRVwV69kpYit74FL9lJeF0ibgHBstwqncal0W5mfMWKiWXzq4xTVOVwQAIhUsl1LdpMXYpyuydPzJ~b9210LqW8BlWOgW0NrOZ78e7FuYzN8vI17Orpd-6LNlxpoQUQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Scripts_and_information_units_in_future_planning_interactions_between_a_past_and_a_future_planning_task_Cordonnier_Barnier_and_Sutton_","translated_slug":"","page_count":16,"language":"en","content_type":"Work","summary":"Research on future thinking has emphasized how episodic details from memories are combined to create future thoughts, but has not yet examined the role of semantic scripts. In this study, participants recalled how they planned a past camping trip in Australia (past planning task) and imagined how they would plan a future camping trip (future planning task), set either in a familiar (Australia) or an unfamiliar (Antarctica) context. Transcripts were segmented into information units that were coded according to semantic category (e.g., where, when, transport, material, actions). Results revealed a strong interaction between tasks and their presentation order. Starting with the past planning task constrained the future planning task when the context was familiar. Participants generated no new information when the future camping trip was set in Australia and completed second (after the past planning task). Conversely, starting with the future planning task facilitated the past planning task. Participants recalled more information units of their past plan when the past planning task was completed second (after the future planning task). These results shed new light on the role of scripts in past\nand future thinking and on how past and future thinking processes interact.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":39514804,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39514804/thumbnails/1.jpg","file_name":"2015_Cordonnier_Barnier_Sutton_QJEP.pdf","download_url":"https://www.academia.edu/attachments/39514804/download_file","bulk_download_file_name":"Scripts_and_information_units_in_future.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39514804/2015_Cordonnier_Barnier_Sutton_QJEP-libre.pdf?1446099619=\u0026response-content-disposition=attachment%3B+filename%3DScripts_and_information_units_in_future.pdf\u0026Expires=1744238897\u0026Signature=Fr40UakFMVHJzbhrd25PVf10h7rdd-yxfidWVPOBVOyEbLL1gk~myOEZeDfsgNGLuvTX1bWcLxQ-01jjMJCO9qvAsInTT7ZNh-iHWmoa12rOpzKermRyOBQV8ORxLZeDAiXQ6pO81sEuCfLhx4Ppk5jfT08BY-fclvSa595II3W4n5IYdVz-BxW8LoILMIAS3H1zIBccmeAl5xWLGvwD-N1yRVwV69kpYit74FL9lJeF0ibgHBstwqncal0W5mfMWKiWXzq4xTVOVwQAIhUsl1LdpMXYpyuydPzJ~b9210LqW8BlWOgW0NrOZ78e7FuYzN8vI17Orpd-6LNlxpoQUQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology"},{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":32361,"name":"Episodic Memory","url":"https://www.academia.edu/Documents/in/Episodic_Memory"},{"id":36260,"name":"Futures Studies and Foresight","url":"https://www.academia.edu/Documents/in/Futures_Studies_and_Foresight"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":47813,"name":"Planning","url":"https://www.academia.edu/Documents/in/Planning"},{"id":82353,"name":"Mental time travel","url":"https://www.academia.edu/Documents/in/Mental_time_travel"},{"id":125021,"name":"Episodic Future Thinking","url":"https://www.academia.edu/Documents/in/Episodic_Future_Thinking"},{"id":216678,"name":"Scripts","url":"https://www.academia.edu/Documents/in/Scripts"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-17449507-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2750927"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2750927/Shared_Encoding_and_the_Costs_and_Benefits_of_Collaborative_Recall_Harris_Barnier_and_Sutton_"><img alt="Research paper thumbnail of Shared Encoding and the Costs and Benefits of Collaborative Recall [Harris, Barnier, & Sutton]" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2750927/Shared_Encoding_and_the_Costs_and_Benefits_of_Collaborative_Recall_Harris_Barnier_and_Sutton_">Shared Encoding and the Costs and Benefits of Collaborative Recall [Harris, Barnier, & Sutton]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/CeliaHarris">Celia Harris</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract 1. We often remember in the company of others. In particular, we routinely collaborate w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract 1. We often remember in the company of others. In particular, we routinely collaborate with friends, family, or colleagues to remember shared experiences. But surprisingly, in the experimental collaborative recall paradigm, collaborative groups remember less than their potential, an effect termed collaborative inhibition. Rajaram and Pereira-Pasarin (2010) argued that the effects of collaboration on recall are determined by “pre-collaborative” factors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="500f35f743765abe4a8d374053c1ad1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30723217,"asset_id":2750927,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30723217/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2750927"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2750927"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2750927; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2750927]").text(description); $(".js-view-count[data-work-id=2750927]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2750927; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2750927']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "500f35f743765abe4a8d374053c1ad1a" } } $('.js-work-strip[data-work-id=2750927]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2750927,"title":"Shared Encoding and the Costs and Benefits of Collaborative Recall [Harris, Barnier, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"Abstract 1. We often remember in the company of others. In particular, we routinely collaborate with friends, family, or colleagues to remember shared experiences. But surprisingly, in the experimental collaborative recall paradigm, collaborative groups remember less than their potential, an effect termed collaborative inhibition. Rajaram and Pereira-Pasarin (2010) argued that the effects of collaboration on recall are determined by “pre-collaborative” factors.","ai_title_tag":"Costs and Benefits of Collaborative Recall","publication_date":{"day":11,"month":6,"year":2012,"errors":{}}},"translated_abstract":"Abstract 1. We often remember in the company of others. In particular, we routinely collaborate with friends, family, or colleagues to remember shared experiences. But surprisingly, in the experimental collaborative recall paradigm, collaborative groups remember less than their potential, an effect termed collaborative inhibition. Rajaram and Pereira-Pasarin (2010) argued that the effects of collaboration on recall are determined by “pre-collaborative” factors.","internal_url":"https://www.academia.edu/2750927/Shared_Encoding_and_the_Costs_and_Benefits_of_Collaborative_Recall_Harris_Barnier_and_Sutton_","translated_internal_url":"","created_at":"2013-02-27T11:59:33.883-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":4868,"work_id":2750927,"tagging_user_id":176044,"tagged_user_id":872424,"co_author_invite_id":null,"email":"c***s@mq.edu.au","affiliation":"Western Sydney University","display_order":null,"name":"Celia Harris","title":"Shared Encoding and the Costs and Benefits of Collaborative Recall [Harris, Barnier, \u0026 Sutton]"},{"id":4869,"work_id":2750927,"tagging_user_id":176044,"tagged_user_id":221702,"co_author_invite_id":null,"email":"a***r@mq.edu.au","affiliation":"Macquarie University","display_order":null,"name":"Amanda Barnier","title":"Shared Encoding and the Costs and Benefits of Collaborative Recall [Harris, Barnier, \u0026 Sutton]"}],"downloadable_attachments":[{"id":30723217,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://a.academia-assets.com/images/blank-paper.jpg","file_name":"Harris_Barnier_Sutton_2012_Shared_Encoding.pdf","download_url":"https://www.academia.edu/attachments/30723217/download_file","bulk_download_file_name":"Shared_Encoding_and_the_Costs_and_Benefi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30723217/Harris_Barnier_Sutton_2012_Shared_Encoding-libre.pdf?1392132018=\u0026response-content-disposition=attachment%3B+filename%3DShared_Encoding_and_the_Costs_and_Benefi.pdf\u0026Expires=1744238897\u0026Signature=fC9LJQdZzyvv3BOR~E8QHVBJEIi5b~0HN6UVvZgB46pACTWANWb9mgJdhydjNaRG9PlG4BtiZNS22vdS5rszmDb7SSt3-a4hCwcRnRcL6pDWXRamCSgRTb75HMPd8pKSrDzitTXScXe~RQTMu-RHnMG1Frq8a~tF341Xsccbwrx6wKY1d1xjJgmzi-PNpx9hMh3Iq35Dbd0x3S4lUGNhw754Yw-goJ3riYmS6INXK06tUgNhZs72xhbj409gmw4OlrQ-hQ4yB2hSXOhhSdQFkBS2XY~IV1yVtwIk-rjU-8LAT~8Wcl3JBx3Zfci1cTEaOMkSGpc~OZqTgH18ykddHg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Shared_Encoding_and_the_Costs_and_Benefits_of_Collaborative_Recall_Harris_Barnier_and_Sutton_","translated_slug":"","page_count":14,"language":"en","content_type":"Work","summary":"Abstract 1. We often remember in the company of others. In particular, we routinely collaborate with friends, family, or colleagues to remember shared experiences. But surprisingly, in the experimental collaborative recall paradigm, collaborative groups remember less than their potential, an effect termed collaborative inhibition. Rajaram and Pereira-Pasarin (2010) argued that the effects of collaboration on recall are determined by “pre-collaborative” factors.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":30723217,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://a.academia-assets.com/images/blank-paper.jpg","file_name":"Harris_Barnier_Sutton_2012_Shared_Encoding.pdf","download_url":"https://www.academia.edu/attachments/30723217/download_file","bulk_download_file_name":"Shared_Encoding_and_the_Costs_and_Benefi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30723217/Harris_Barnier_Sutton_2012_Shared_Encoding-libre.pdf?1392132018=\u0026response-content-disposition=attachment%3B+filename%3DShared_Encoding_and_the_Costs_and_Benefi.pdf\u0026Expires=1744238897\u0026Signature=fC9LJQdZzyvv3BOR~E8QHVBJEIi5b~0HN6UVvZgB46pACTWANWb9mgJdhydjNaRG9PlG4BtiZNS22vdS5rszmDb7SSt3-a4hCwcRnRcL6pDWXRamCSgRTb75HMPd8pKSrDzitTXScXe~RQTMu-RHnMG1Frq8a~tF341Xsccbwrx6wKY1d1xjJgmzi-PNpx9hMh3Iq35Dbd0x3S4lUGNhw754Yw-goJ3riYmS6INXK06tUgNhZs72xhbj409gmw4OlrQ-hQ4yB2hSXOhhSdQFkBS2XY~IV1yVtwIk-rjU-8LAT~8Wcl3JBx3Zfci1cTEaOMkSGpc~OZqTgH18ykddHg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":13950,"name":"Collective Memory","url":"https://www.academia.edu/Documents/in/Collective_Memory"}],"urls":[{"id":644283,"url":"http://www.johnsutton.net/Harris_Barnier_Sutton_2012_Shared_Encoding.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-2750927-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="1052025"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1052025/Consensus_collaboration_enhances_group_and_individual_recall_accuracy_Harris_Barnier_and_Sutton_"><img alt="Research paper thumbnail of Consensus collaboration enhances group and individual recall accuracy [Harris, Barnier, & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/30659210/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1052025/Consensus_collaboration_enhances_group_and_individual_recall_accuracy_Harris_Barnier_and_Sutton_">Consensus collaboration enhances group and individual recall accuracy [Harris, Barnier, & Sutton]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/CeliaHarris">Celia Harris</a></span></div><div class="wp-workCard_item"><span>Quarterly Journal of Experimental Psychology 65 (1), 179-194</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"We often remember in groups, yet research on collaborative recall finds “collaborative inhibitio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"We often remember in groups, yet research on collaborative recall finds “collaborative inhibition”: recalling with others has costs compared to recalling alone. In related paradigms, remembering with others introduces errors into recall. We compared costs and benefits of two collaboration procedures— <br />turn taking and consensus. First, 135 individuals learned a word list and recalled it alone (Recall 1). Then, 45 participants in three-member groups took turns to recall, 45 participants in three-member groups reached a consensus, and 45 participants recalled alone but were analysed as three-member nominal groups (Recall 2). Finally, all participants recalled alone (Recall 3). Both turn-taking and consensus groups demonstrated the usual pattern of costs during collaboration and benefits after collaboration in terms of recall completeness. However, consensus groups, and not turn-taking groups, demonstrated clear benefits in terms of recall accuracy, both during and after collaboration. Consensus groups engaged in beneficial group source-monitoring processes. Our findings challenge assumptions about the negative consequences of social remembering."</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="74a6843718d6bfeacf541e92684b8c6a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30659210,"asset_id":1052025,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30659210/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1052025"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1052025"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1052025; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1052025]").text(description); $(".js-view-count[data-work-id=1052025]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1052025; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1052025']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "74a6843718d6bfeacf541e92684b8c6a" } } $('.js-work-strip[data-work-id=1052025]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1052025,"title":"Consensus collaboration enhances group and individual recall accuracy [Harris, Barnier, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"\"We often remember in groups, yet research on collaborative recall finds “collaborative inhibition”: recalling with others has costs compared to recalling alone. In related paradigms, remembering with others introduces errors into recall. We compared costs and benefits of two collaboration procedures—\r\nturn taking and consensus. First, 135 individuals learned a word list and recalled it alone (Recall 1). Then, 45 participants in three-member groups took turns to recall, 45 participants in three-member groups reached a consensus, and 45 participants recalled alone but were analysed as three-member nominal groups (Recall 2). Finally, all participants recalled alone (Recall 3). Both turn-taking and consensus groups demonstrated the usual pattern of costs during collaboration and benefits after collaboration in terms of recall completeness. However, consensus groups, and not turn-taking groups, demonstrated clear benefits in terms of recall accuracy, both during and after collaboration. Consensus groups engaged in beneficial group source-monitoring processes. Our findings challenge assumptions about the negative consequences of social remembering.\"","more_info":"Celia B. Harris, Amanda J. Barnier, John Sutton, 'Consensus collaboration enhances group and individual recall accuracy', Quarterly Journal of Experimental Psychology, in press. http://dx.doi.org/10.1080/17470218.2011.608590","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"Quarterly Journal of Experimental Psychology 65 (1), 179-194"},"translated_abstract":"\"We often remember in groups, yet research on collaborative recall finds “collaborative inhibition”: recalling with others has costs compared to recalling alone. In related paradigms, remembering with others introduces errors into recall. We compared costs and benefits of two collaboration procedures—\r\nturn taking and consensus. First, 135 individuals learned a word list and recalled it alone (Recall 1). Then, 45 participants in three-member groups took turns to recall, 45 participants in three-member groups reached a consensus, and 45 participants recalled alone but were analysed as three-member nominal groups (Recall 2). Finally, all participants recalled alone (Recall 3). Both turn-taking and consensus groups demonstrated the usual pattern of costs during collaboration and benefits after collaboration in terms of recall completeness. However, consensus groups, and not turn-taking groups, demonstrated clear benefits in terms of recall accuracy, both during and after collaboration. Consensus groups engaged in beneficial group source-monitoring processes. Our findings challenge assumptions about the negative consequences of social remembering.\"","internal_url":"https://www.academia.edu/1052025/Consensus_collaboration_enhances_group_and_individual_recall_accuracy_Harris_Barnier_and_Sutton_","translated_internal_url":"","created_at":"2011-10-30T04:30:04.347-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":4870,"work_id":1052025,"tagging_user_id":176044,"tagged_user_id":872424,"co_author_invite_id":null,"email":"c***s@mq.edu.au","affiliation":"Western Sydney University","display_order":null,"name":"Celia Harris","title":"Consensus collaboration enhances group and individual recall accuracy [Harris, Barnier, \u0026 Sutton]"},{"id":4871,"work_id":1052025,"tagging_user_id":176044,"tagged_user_id":221702,"co_author_invite_id":null,"email":"a***r@mq.edu.au","affiliation":"Macquarie University","display_order":null,"name":"Amanda Barnier","title":"Consensus collaboration enhances group and individual recall accuracy [Harris, Barnier, \u0026 Sutton]"}],"downloadable_attachments":[{"id":30659210,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30659210/thumbnails/1.jpg","file_name":"Harris_consensus_collab_QJEP_2012.pdf","download_url":"https://www.academia.edu/attachments/30659210/download_file","bulk_download_file_name":"Consensus_collaboration_enhances_group_a.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30659210/Harris_consensus_collab_QJEP_2012-libre.pdf?1392089841=\u0026response-content-disposition=attachment%3B+filename%3DConsensus_collaboration_enhances_group_a.pdf\u0026Expires=1744238897\u0026Signature=bNsqMY0-0Yp6bGVEAWL-pWYr9gtvMVbGHaaqiGycgEA4tQCCG2bspkdBAC3EU9tnuzQtOSnLhT-qsrw5IIVVOJkzn0dLOshR~suv1920iV-gVqctp6OceEkKb6vHk~CfZAgnDAsCfu3g-MsmxyvIAvqDzeSuzu3nXiB4m6zJxMf6BjzzHRuJKn0LhDI-s30UkKvyxODSzo~bABdGB9R~UoFYiCE-tjKLyfJNzFIF832zRUW~ZYUZ15uZ1uaJmEb-ZSiMH9AbYO0ZNmimpOO6fxj5~qVTcq9aJPhDt9jq-PGLtuuvRIrmH2Elq-wIXaevuKPU6UxVBclMcYgaiOe9Hg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Consensus_collaboration_enhances_group_and_individual_recall_accuracy_Harris_Barnier_and_Sutton_","translated_slug":"","page_count":17,"language":"en","content_type":"Work","summary":"\"We often remember in groups, yet research on collaborative recall finds “collaborative inhibition”: recalling with others has costs compared to recalling alone. In related paradigms, remembering with others introduces errors into recall. We compared costs and benefits of two collaboration procedures—\r\nturn taking and consensus. First, 135 individuals learned a word list and recalled it alone (Recall 1). Then, 45 participants in three-member groups took turns to recall, 45 participants in three-member groups reached a consensus, and 45 participants recalled alone but were analysed as three-member nominal groups (Recall 2). Finally, all participants recalled alone (Recall 3). Both turn-taking and consensus groups demonstrated the usual pattern of costs during collaboration and benefits after collaboration in terms of recall completeness. However, consensus groups, and not turn-taking groups, demonstrated clear benefits in terms of recall accuracy, both during and after collaboration. Consensus groups engaged in beneficial group source-monitoring processes. Our findings challenge assumptions about the negative consequences of social remembering.\"","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":30659210,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/30659210/thumbnails/1.jpg","file_name":"Harris_consensus_collab_QJEP_2012.pdf","download_url":"https://www.academia.edu/attachments/30659210/download_file","bulk_download_file_name":"Consensus_collaboration_enhances_group_a.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30659210/Harris_consensus_collab_QJEP_2012-libre.pdf?1392089841=\u0026response-content-disposition=attachment%3B+filename%3DConsensus_collaboration_enhances_group_a.pdf\u0026Expires=1744238897\u0026Signature=bNsqMY0-0Yp6bGVEAWL-pWYr9gtvMVbGHaaqiGycgEA4tQCCG2bspkdBAC3EU9tnuzQtOSnLhT-qsrw5IIVVOJkzn0dLOshR~suv1920iV-gVqctp6OceEkKb6vHk~CfZAgnDAsCfu3g-MsmxyvIAvqDzeSuzu3nXiB4m6zJxMf6BjzzHRuJKn0LhDI-s30UkKvyxODSzo~bABdGB9R~UoFYiCE-tjKLyfJNzFIF832zRUW~ZYUZ15uZ1uaJmEb-ZSiMH9AbYO0ZNmimpOO6fxj5~qVTcq9aJPhDt9jq-PGLtuuvRIrmH2Elq-wIXaevuKPU6UxVBclMcYgaiOe9Hg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":11455,"name":"Social and Collective Memory","url":"https://www.academia.edu/Documents/in/Social_and_Collective_Memory"},{"id":13950,"name":"Collective Memory","url":"https://www.academia.edu/Documents/in/Collective_Memory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-1052025-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5815966"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5815966/_How_did_you_feel_when_the_Crocodile_Hunter_died_voicing_and_silencing_in_conversation_influences_memory_for_an_autobiographical_event_Harris_Barnier_Sutton_and_Keil_"><img alt="Research paper thumbnail of ‘How did you feel when the Crocodile Hunter died?’: voicing and silencing in conversation influences memory for an autobiographical event [Harris, Barnier, Sutton, & Keil]" class="work-thumbnail" src="https://attachments.academia-assets.com/32827375/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5815966/_How_did_you_feel_when_the_Crocodile_Hunter_died_voicing_and_silencing_in_conversation_influences_memory_for_an_autobiographical_event_Harris_Barnier_Sutton_and_Keil_">‘How did you feel when the Crocodile Hunter died?’: voicing and silencing in conversation influences memory for an autobiographical event [Harris, Barnier, Sutton, & Keil]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/CeliaHarris">Celia Harris</a></span></div><div class="wp-workCard_item"><span>Memory 18 (2), 2010, 185-197</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Conversations about the past can involve voicing and silencing; processes of validation and inval...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Conversations about the past can involve voicing and silencing; processes of validation and invalidation that shape recall. In this experiment we examined the products and processes of remembering a significant autobiographical event in conversation with others. Following the death of Australian celebrity Steve Irwin, in an adapted version of the collaborative recall paradigm, 69 participants described and rated their memories for hearing of his death. Participants then completed a free recall phase where they either discussed the event in groups of three or wrote about the event on their own. Finally, participants completed the original questionnaire again, both 1 week and 1 month after the free recall phase. Discussion influenced later memories for hearing of Irwin’s death, particularly memories for emotion and shock. Qualitative analysis of the free recall phase suggested that during conversation a shared understanding of the event developed, but that emotional reactions to the event were silenced in ways that minimised the event’s impact. These findings are discussed in terms of the processes and consequences of sharing public and personal memories in conversation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5c77e7013e170182a87f730ec750bfa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827375,"asset_id":5815966,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827375/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5815966"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5815966"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5815966; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5815966]").text(description); $(".js-view-count[data-work-id=5815966]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5815966; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5815966']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a5c77e7013e170182a87f730ec750bfa" } } $('.js-work-strip[data-work-id=5815966]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5815966,"title":"‘How did you feel when the Crocodile Hunter died?’: voicing and silencing in conversation influences memory for an autobiographical event [Harris, Barnier, Sutton, \u0026 Keil]","translated_title":"","metadata":{"abstract":"Conversations about the past can involve voicing and silencing; processes of validation and invalidation that shape recall. In this experiment we examined the products and processes of remembering a significant autobiographical event in conversation with others. Following the death of Australian celebrity Steve Irwin, in an adapted version of the collaborative recall paradigm, 69 participants described and rated their memories for hearing of his death. Participants then completed a free recall phase where they either discussed the event in groups of three or wrote about the event on their own. Finally, participants completed the original questionnaire again, both 1 week and 1 month after the free recall phase. Discussion influenced later memories for hearing of Irwin’s death, particularly memories for emotion and shock. Qualitative analysis of the free recall phase suggested that during conversation a shared understanding of the event developed, but that emotional reactions to the event were silenced in ways that minimised the event’s impact. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5815966-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2654755"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2654755/Forgetting_our_personal_past_socially_shared_retrieval_induced_forgetting_of_autobiographical_memories_Stone_Barnier_Sutton_and_Hirst_"><img alt="Research paper thumbnail of Forgetting our personal past: socially shared retrieval-induced forgetting of autobiographical memories [Stone, Barnier, Sutton, & Hirst]" class="work-thumbnail" src="https://attachments.academia-assets.com/30657801/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2654755/Forgetting_our_personal_past_socially_shared_retrieval_induced_forgetting_of_autobiographical_memories_Stone_Barnier_Sutton_and_Hirst_">Forgetting our personal past: socially shared retrieval-induced forgetting of autobiographical memories [Stone, Barnier, Sutton, & Hirst]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://jjay-cuny.academia.edu/CharlesBStone">Charles B. Stone</a></span></div><div class="wp-workCard_item"><span>Journal of Experimental Psychology: General</span><span>, 2013</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-2654755-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-2654755-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/24750994/table-1-note-proportions-in-parentheses-are-standard"><img alt="Note. Proportions in parentheses are standard deviations. * Proportion of memories recalled out of total number of memories possi- ble. ° Average ratings of self-relevance (1 = low self-relevance; 7 = high self-relevance). Experiment 1: Retrieval Practice Success and Self-Relevance for Strangers " class="figure-slide-image" src="https://figures.academia-assets.com/30657801/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/24750999/table-2-note-proportions-in-parentheses-are-standard"><img alt="Note. Proportions in parentheses are standard deviations. All proportions with asterisks are significant compared to the proportion directly below them. RIF = retrieval-induced forgetting; WI = within-individual; SS = socially shared; Rp+ = practiced items from practiced categories; Rp- = nonpracticed items from practiced categories; Nrp = nonpracticed items from nonpracticed categories. * Qionificant at the 05 level. ** Sionificant at the 01 level. Experiment 1: RIF Effects at Final Recall for Strangers (Proportion of Memories Recalled Out of Total Memories Possible) " class="figure-slide-image" src="https://figures.academia-assets.com/30657801/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/24751011/table-3-note-proportions-in-parentheses-are-standard"><img alt="Note. Proportions in parentheses are standard deviations. * Proportion of memories recalled out of total number of memories possi- ble. ° Average ratings of self-relevance (1 = low self-relevance; 7 = high self-relevance). Experiment 2: Retrieval Practice Success and Self-Relevance for Intimate Couples " class="figure-slide-image" src="https://figures.academia-assets.com/30657801/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/24751017/table-4-note-proportions-in-parentheses-are-standard"><img alt="Note. Proportions in parentheses are standard deviations. All proportions with asterisks are significant compared to the proportion directly below them. RIF = retrieval-induced forgetting; WI = within-individual; SS = socially shared; Rp+ = practiced items from practiced categories; Rp- = nonpracticed items from practiced categories; Nrp = nonpracticed items from nonpracticed categories. * Sionificant at the 05 level. ** Sionificant at the .01 level. Experiment 2: RIF Effects at Final Recall for Intimate Couples (Proportion of Memories Recalled Out of Total Memories Possible) " class="figure-slide-image" src="https://figures.academia-assets.com/30657801/table_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/24751026/table-5-note-proportions-in-parentheses-are-standard"><img alt="Note. Proportions in parentheses are standard deviations. All proportions with asterisks are significant compared to the proportion directly below them. RIF = retrieval-induced forgetting; WI = within-individual; SS = socially shared; Rp+ = practiced items from practiced categories; Rp—- = nonpracticed items from practiced categories; Nrp = nonpracticed items from nonpracticed categories. * Sionificant at the 05 level. ** Sisnificant at the .01 level. Experiment 3: RIF Effects at Final Recall for Strangers (Proportion of Memories Recalled Out of Total Memories Possible) " class="figure-slide-image" src="https://figures.academia-assets.com/30657801/table_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/24751030/table-6-note-proportions-in-parentheses-are-standard"><img alt="Note. Proportions in parentheses are standard deviations. All proportions with asterisks are significant compared to the proportion directly below them. RIF = retrieval-induced forgetting; WI = within-individual; SS = socially shared; Rp+ = practiced items from practiced categories; Rp- = nonpracticed items from practiced categories; Nrp = nonpracticed items from nonpracticed categories. * Qionificant at the 05 level. Sjonificant at the 01 level. Experiment 4: RIF Effects at Final Recall for Intimate Couples (Proportion of Memories Recalled Out of Total Memories Possible) " class="figure-slide-image" src="https://figures.academia-assets.com/30657801/table_006.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/24751034/table-7-note-rp-practiced-categories-nrp-nonpracticed"><img alt="Note. Rp = practiced categories; Nrp = nonpracticed categories. Distribution of category cue sets across experimental phases " class="figure-slide-image" src="https://figures.academia-assets.com/30657801/table_007.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/24751037/table-8-forgetting-our-personal-past-socially-shared"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/30657801/table_008.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-2654755-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0bcf4e32ab533fcc00b4c8902fb95c9b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30657801,"asset_id":2654755,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30657801/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2654755"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2654755"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2654755; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2654755]").text(description); $(".js-view-count[data-work-id=2654755]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2654755; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2654755']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0bcf4e32ab533fcc00b4c8902fb95c9b" } } $('.js-work-strip[data-work-id=2654755]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2654755,"title":"Forgetting our personal past: socially shared retrieval-induced forgetting of autobiographical memories [Stone, Barnier, Sutton, \u0026 Hirst]","translated_title":"","metadata":{"more_info":"C.B. Stone, A.J. Barnier, J. Sutton, W. Hirst","ai_abstract":"This research investigates the phenomenon of socially shared retrieval-induced forgetting (RIF) of autobiographical memories. The role of interpersonal discussions in modifying personal memories, particularly how selective recall during conversations can lead to the forgetting of some memories, is emphasized. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-2654755-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5815939"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5815939/Building_consensus_about_the_past_schema_consistency_and_convergence_in_socially_shared_retrieval_induced_forgetting_Stone_Barnier_Sutton_and_Hirst_"><img alt="Research paper thumbnail of Building consensus about the past: schema-consistency and convergence in socially-shared retrieval-induced forgetting [Stone, Barnier, Sutton, & Hirst]" class="work-thumbnail" src="https://attachments.academia-assets.com/32827357/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5815939/Building_consensus_about_the_past_schema_consistency_and_convergence_in_socially_shared_retrieval_induced_forgetting_Stone_Barnier_Sutton_and_Hirst_">Building consensus about the past: schema-consistency and convergence in socially-shared retrieval-induced forgetting [Stone, Barnier, Sutton, & Hirst]</a></div><div class="wp-workCard_item"><span>Memory 18 (2), 2010, 170-184</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A large body of literature on ‘‘within-individual retrieval-induced forgetting’’ (WI-RIF; Anderso...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A large body of literature on ‘‘within-individual retrieval-induced forgetting’’ (WI-RIF; Anderson, Bjork, & Bjork, 1994) shows that repeatedly retrieving some items, while not retrieving other related <br />items, facilitates later recall of the practised items, but inhibits later recall of the non-practised related items. This robust effect has recently been extended to ‘‘socially shared retrieval-induced forgetting’’ (SSRIF; Cuc, Koppel, & Hirst, 2007). People who merely listen to a speaker retrieving some, but not other, items*even people participating as speakers or listeners in conversations*show the same facilitation and inhibition. We replicated and extended the SS-RIF effect with a structured story (Experiment 1) and in a free-flowing conversation about the story (Experiment 2). Specifically, we explored (1) the degree to which participants subsequently form a coherent ‘‘collective memory’’ of the story and (2) whether schema consistency of the target information influences both WI-RIF and SS-RIF. In both experiments, speakers and listeners showed RIF (that is, WI-RIF and SS-RIF, respectively), irrespective of the schema consistency of the story material. On final recall, speakers and listeners described similar renderings of the story. We discuss these findings in terms of the role of ‘‘silences’’ in the formation of collective memories.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ee3b1b823de790d79d4e385592b18a82" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827357,"asset_id":5815939,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827357/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5815939"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5815939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5815939; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5815939]").text(description); $(".js-view-count[data-work-id=5815939]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5815939; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5815939']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ee3b1b823de790d79d4e385592b18a82" } } $('.js-work-strip[data-work-id=5815939]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5815939,"title":"Building consensus about the past: schema-consistency and convergence in socially-shared retrieval-induced forgetting [Stone, Barnier, Sutton, \u0026 Hirst]","translated_title":"","metadata":{"abstract":"A large body of literature on ‘‘within-individual retrieval-induced forgetting’’ (WI-RIF; Anderson, Bjork, \u0026 Bjork, 1994) shows that repeatedly retrieving some items, while not retrieving other related\r\nitems, facilitates later recall of the practised items, but inhibits later recall of the non-practised related items. This robust effect has recently been extended to ‘‘socially shared retrieval-induced forgetting’’ (SSRIF; Cuc, Koppel, \u0026 Hirst, 2007). People who merely listen to a speaker retrieving some, but not other, items*even people participating as speakers or listeners in conversations*show the same facilitation and inhibition. We replicated and extended the SS-RIF effect with a structured story (Experiment 1) and in a free-flowing conversation about the story (Experiment 2). Specifically, we explored (1) the degree to which participants subsequently form a coherent ‘‘collective memory’’ of the story and (2) whether schema consistency of the target information influences both WI-RIF and SS-RIF. In both experiments, speakers and listeners showed RIF (that is, WI-RIF and SS-RIF, respectively), irrespective of the schema consistency of the story material. On final recall, speakers and listeners described similar renderings of the story. 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We replicated and extended the SS-RIF effect with a structured story (Experiment 1) and in a free-flowing conversation about the story (Experiment 2). Specifically, we explored (1) the degree to which participants subsequently form a coherent ‘‘collective memory’’ of the story and (2) whether schema consistency of the target information influences both WI-RIF and SS-RIF. In both experiments, speakers and listeners showed RIF (that is, WI-RIF and SS-RIF, respectively), irrespective of the schema consistency of the story material. On final recall, speakers and listeners described similar renderings of the story. We discuss these findings in terms of the role of ‘‘silences’’ in the formation of collective memories.","internal_url":"https://www.academia.edu/5815939/Building_consensus_about_the_past_schema_consistency_and_convergence_in_socially_shared_retrieval_induced_forgetting_Stone_Barnier_Sutton_and_Hirst_","translated_internal_url":"","created_at":"2014-01-23T10:02:27.066-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":4880,"work_id":5815939,"tagging_user_id":176044,"tagged_user_id":221702,"co_author_invite_id":null,"email":"a***r@mq.edu.au","affiliation":"Macquarie University","display_order":null,"name":"Amanda Barnier","title":"Building consensus about the past: schema-consistency and convergence in socially-shared retrieval-induced forgetting [Stone, Barnier, Sutton, \u0026 Hirst]"},{"id":4879,"work_id":5815939,"tagging_user_id":176044,"tagged_user_id":220935,"co_author_invite_id":null,"email":"c***e@gmail.com","affiliation":"John Jay College of Criminal Justice","display_order":null,"name":"Charles B. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5815939-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1783402" id="papersgeneralmemorypapers"><div class="js-work-strip profile--work_container" data-work-id="41216664"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/41216664/Multiperspectival_imagery_Sartre_and_cognitive_theory_on_point_of_view_in_remembering_and_imagining"><img alt="Research paper thumbnail of Multiperspectival imagery: Sartre and cognitive theory on point of view in remembering and imagining" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Multiperspectival imagery: Sartre and cognitive theory on point of view in remembering and imagining</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://univ-grenoble-alpes.academia.edu/ChristopherMcCarroll">Christopher McCarroll</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a></span></div><div class="wp-workCard_item"><span>Phenomenology and Science: confrontations and convergences (eds Reynolds & Sebold)</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">When remembering events from one’s life one often visualises the remembered scene as one original...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">When remembering events from one’s life one often visualises the remembered scene as one originally experienced it: from an ‘internal’, ‘own-eyes’, ‘first-person’, or ‘field’ perspective. Sometimes, however, one sees oneself in the remembered scene: from an ‘external’, ‘third-person’, or ‘observer’ perspective. One puzzling piece of evidence is that the perspective within a single memory can shift from one point of view to the other: a single memory may involve both field and observer perspectives. How would one make sense of this multiperspectival imagery? We apply the insights of phenomenological analysis of mental imagery to the puzzles of point of view in personal memory. We draw on Sartre’s remarks on imagery as a way of making sense of some of the evidence on visual perspective in memory. The key phenomenological idea that the image is an act of consciousness, or a way of thinking about an object or event can help account for what we will describe as the self-presence of observer perspectives in personal memory</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41216664"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41216664"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41216664; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41216664]").text(description); $(".js-view-count[data-work-id=41216664]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41216664; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41216664']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=41216664]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41216664,"title":"Multiperspectival imagery: Sartre and cognitive theory on point of view in remembering and imagining","translated_title":"","metadata":{"abstract":"When remembering events from one’s life one often visualises the remembered scene as one originally experienced it: from an ‘internal’, ‘own-eyes’, ‘first-person’, or ‘field’ perspective. 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How would one make sense of this multiperspectival imagery? We apply the insights of phenomenological analysis of mental imagery to the puzzles of point of view in personal memory. We draw on Sartre’s remarks on imagery as a way of making sense of some of the evidence on visual perspective in memory. 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In this chapter we discuss the phenomena of perspectival memory. While surveying the field, we suggest that visual perspective alone is not a guide to the truth or falsity of memory, and that genuine memories can be recalled from an observer perspective. Such memories can satisfy conditions placed on genuine memory. Observer perspectives can satisfy factivity constraints, and can stand in appropriate causal connections to the past. In the first section we identify the phenomena and provide an overview of some of the empirical evidence related to point of view in personal memory. We articulate some doubts about remembering from an observer perspective, before responding to these worries. We suggest that observer perspectives may retain other forms of internal imagery: there is no neat division between internal and external perspectives. We suggest that external perspectives may help in understanding the past, and question the primacy of egocentricity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41216595"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41216595"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41216595; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41216595]").text(description); $(".js-view-count[data-work-id=41216595]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41216595; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41216595']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=41216595]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41216595,"title":"Memory and perspective","translated_title":"","metadata":{"doi":"10.4324/9781315687315","abstract":"The imagery involved in remembering past episodes in one’s life often involves visual points of view. In this chapter we discuss the phenomena of perspectival memory. While surveying the field, we suggest that visual perspective alone is not a guide to the truth or falsity of memory, and that genuine memories can be recalled from an observer perspective. Such memories can satisfy conditions placed on genuine memory. Observer perspectives can satisfy factivity constraints, and can stand in appropriate causal connections to the past. In the first section we identify the phenomena and provide an overview of some of the empirical evidence related to point of view in personal memory. We articulate some doubts about remembering from an observer perspective, before responding to these worries. We suggest that observer perspectives may retain other forms of internal imagery: there is no neat division between internal and external perspectives. 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In the first section we identify the phenomena and provide an overview of some of the empirical evidence related to point of view in personal memory. We articulate some doubts about remembering from an observer perspective, before responding to these worries. We suggest that observer perspectives may retain other forms of internal imagery: there is no neat division between internal and external perspectives. 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Bietti & C.B. Stone</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Through a selective historical, theoretical, and critical survey of the uses of the concept of sc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Through a selective historical, theoretical, and critical survey of the uses of the concept of scaffolding over the past 30 years, this chapter traces the development of the concept across developmental psychology, educational theory, and cognitive anthropology, and its place in the interdisciplinary field of <br />distributed cognition from the 1990s. Offering a big-picture overview of the uses of the notion of scaffolding, it suggests three ways to taxonomise forms of scaffolding, and addresses the possible criticism that the metaphor of scaffolding retains an overly individualist vision of cognition. The chapter is aimed at a broad interdisciplinary audience interested in processes of learning, teaching, and apprenticeship as they apply to the study of memory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9d47b96561307f2d28d9f2453bf0941d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35152398,"asset_id":8805647,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35152398/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8805647"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8805647"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8805647; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8805647]").text(description); $(".js-view-count[data-work-id=8805647]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8805647; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8805647']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9d47b96561307f2d28d9f2453bf0941d" } } $('.js-work-strip[data-work-id=8805647]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8805647,"title":"Scaffolding Memory: themes, taxonomies, puzzles","translated_title":"","metadata":{"abstract":"Through a selective historical, theoretical, and critical survey of the uses of the concept of scaffolding over the past 30 years, this chapter traces the development of the concept across developmental psychology, educational theory, and cognitive anthropology, and its place in the interdisciplinary field of\r\ndistributed cognition from the 1990s. 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/342451/Cognitive_Conceptions_of_Language_and_the_Development_of_Autobiographical_Memory">Cognitive Conceptions of Language and the Development of Autobiographical Memory</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The early development of autobiographical memory is a useful case study both for examining genera...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The early development of autobiographical memory is a useful case study both for examining<br />general relations between language and memory, and for investigating the promise and<br />the difficulty of interdisciplinary research in the cognitive sciences of memory. An otherwise<br />promising social-interactionist view of autobiographical memory development relies in part<br />on an overly linguistic conception of mental representation. This paper applies an alternative,<br />‘supra-communicative’ view of the relation between language and thought, along the lines<br />developed by Andy Clark, to this developmental framework. A pluralist approach to current<br />theories of autobiographical memory development is sketched: shared early narratives about<br />the past function in part to stabilize and structure the child’s own autobiographical memory<br />system.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aed1975a4a8a92d355bba898cb0500c1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1752516,"asset_id":342451,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1752516/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="342451"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="342451"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 342451; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=342451]").text(description); $(".js-view-count[data-work-id=342451]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 342451; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='342451']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "aed1975a4a8a92d355bba898cb0500c1" } } $('.js-work-strip[data-work-id=342451]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":342451,"title":"Cognitive Conceptions of Language and the Development of Autobiographical Memory","translated_title":"","metadata":{"abstract":"The early development of autobiographical memory is a useful case study both for examining\ngeneral relations between language and memory, and for investigating the promise and\nthe difficulty of interdisciplinary research in the cognitive sciences of memory. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-342413-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5891372"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5891372/Integrating_the_philosophy_and_psychology_of_memory_two_case_studies"><img alt="Research paper thumbnail of Integrating the philosophy and psychology of memory: two case studies" class="work-thumbnail" src="https://attachments.academia-assets.com/32879158/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5891372/Integrating_the_philosophy_and_psychology_of_memory_two_case_studies">Integrating the philosophy and psychology of memory: two case studies</a></div><div class="wp-workCard_item"><span>Cartographies of the Mind: philosophy and psychology in intersection</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Memory is studied across a bewildering range of disciplines and subdisciplines in the neural, cog...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Memory is studied across a bewildering range of disciplines and subdisciplines in the neural, cognitive, and social sciences, and the term covers a wide range of related phenomena. In an integrative spirit, this chapter examines two case studies in memory research in which empirically-informed philosophy and philosophically-informed sciences of the mind can be mutually informative, such that the interaction between psychology and philosophy can open up new research problems—and set new challenges—for our understanding of certain aspects of memory. In each case, there is already enough interdisciplinary interaction on specific issues to give some confidence in the potential productivity of mutual exchange: but in each case, residual gulfs in research style and background assumptions remain to be addressed. The two areas are the developmental psychology of autobiographical memory, and the study of shared memories and social memory phenomena.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2e6d6a86b253a51551e13bde69f1fd0e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32879158,"asset_id":5891372,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32879158/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5891372"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5891372"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5891372; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5891372]").text(description); $(".js-view-count[data-work-id=5891372]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5891372; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5891372']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2e6d6a86b253a51551e13bde69f1fd0e" } } $('.js-work-strip[data-work-id=5891372]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5891372,"title":"Integrating the philosophy and psychology of memory: two case studies","translated_title":"","metadata":{"abstract":"Memory is studied across a bewildering range of disciplines and subdisciplines in the neural, cognitive, and social sciences, and the term covers a wide range of related phenomena. 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The two areas are the developmental psychology of autobiographical memory, and the study of shared memories and social memory phenomena.","internal_url":"https://www.academia.edu/5891372/Integrating_the_philosophy_and_psychology_of_memory_two_case_studies","translated_internal_url":"","created_at":"2014-01-30T06:14:33.522-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":32879158,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32879158/thumbnails/1.jpg","file_name":"2007_Sutton_Integrating_Phil_Psych_Memory_Italy.pdf","download_url":"https://www.academia.edu/attachments/32879158/download_file","bulk_download_file_name":"Integrating_the_philosophy_and_psycholog.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32879158/2007_Sutton_Integrating_Phil_Psych_Memory_Italy-libre.pdf?1391658353=\u0026response-content-disposition=attachment%3B+filename%3DIntegrating_the_philosophy_and_psycholog.pdf\u0026Expires=1744238898\u0026Signature=F186207fCCXFG23nX6BYzeiTFZR-IYDR5Aj-O3iFmPS-TywJTwMW~UfuBbIeTZUEs8NZOMAk96SRm7n3bmXEszhZ01oC2D4T~U49JYEH2UuB5PvUwYAmcSC2aslr5MWELMNeYb3FS4~hoCZavqmSwLCDTkCiS4-oNS2NqzB2-RJmRzngv~oHPYASwkHmmsRcKxQ653RavDZQZvuIbTBA95DbOnwkZ4g7m3rm1lDUj2KGZaYXREppMKPSz0cHuBUoOwWP18Iaf4dPhi0qm-Xc4omCbFl7V1y61~GCmxSgCTISH~z9DELXAQdk~poC4CYxJ5zBfXeJfmNIPv3~1gE8Wg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Integrating_the_philosophy_and_psychology_of_memory_two_case_studies","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"Memory is studied across a bewildering range of disciplines and subdisciplines in the neural, cognitive, and social sciences, and the term covers a wide range of related phenomena. 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Sto...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Mistakes can be made in both personal and official accounts of past events: lies can be told. Stories about the past have many functions besides truth-telling: but we still care deeply that our sense of what happened should be accurate. The possibility of error in memory and in history implies a commonsense realism about the past. Truth in memory is a problem because, coupled with our desires to find out what really happened, we recognize that our individual and collective access to past events may be indirect. This chapter sketches some approaches, from across the disciplines, to such problems about authority over the past. I open up recent lines of research on autobiographical memory which should be more accessible in the humanities and social sciences. Psychological work on constructive remembering should not be seen as sceptically challenging the very possibility of everyday authority over our own past, but as identifying specific forms of fallibility. I argue that the study of historical and social processes is an integral part of the cognitive sciences of memory, not a humanistic curiosity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c0abe71ca139c0f2671de1e01fcc6b52" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32879220,"asset_id":5891425,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32879220/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5891425"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5891425"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5891425; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5891425]").text(description); $(".js-view-count[data-work-id=5891425]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5891425; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5891425']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c0abe71ca139c0f2671de1e01fcc6b52" } } $('.js-work-strip[data-work-id=5891425]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5891425,"title":"Truth in memory: the humanities and the cognitive sciences","translated_title":"","metadata":{"abstract":"Mistakes can be made in both personal and official accounts of past events: lies can be told. Stories about the past have many functions besides truth-telling: but we still care deeply that our sense of what happened should be accurate. The possibility of error in memory and in history implies a commonsense realism about the past. Truth in memory is a problem because, coupled with our desires to find out what really happened, we recognize that our individual and collective access to past events may be indirect. This chapter sketches some approaches, from across the disciplines, to such problems about authority over the past. I open up recent lines of research on autobiographical memory which should be more accessible in the humanities and social sciences. Psychological work on constructive remembering should not be seen as sceptically challenging the very possibility of everyday authority over our own past, but as identifying specific forms of fallibility. I argue that the study of historical and social processes is an integral part of the cognitive sciences of memory, not a humanistic curiosity.","more_info":"John Sutton (2003). Truth in memory: the humanities and the cognitive sciences. In Iain McCalman \u0026 Ann McGrath (Eds.), Proof and Truth: the humanist as expert (pp. 145-163). Canberra: Australian Academy of the Humanities. ","ai_title_tag":"Memory Truth: Interdisciplinary Perspectives","publication_date":{"day":null,"month":null,"year":2003,"errors":{}},"publication_name":"Proof and Truth: the humanist as expert "},"translated_abstract":"Mistakes can be made in both personal and official accounts of past events: lies can be told. Stories about the past have many functions besides truth-telling: but we still care deeply that our sense of what happened should be accurate. The possibility of error in memory and in history implies a commonsense realism about the past. Truth in memory is a problem because, coupled with our desires to find out what really happened, we recognize that our individual and collective access to past events may be indirect. This chapter sketches some approaches, from across the disciplines, to such problems about authority over the past. I open up recent lines of research on autobiographical memory which should be more accessible in the humanities and social sciences. Psychological work on constructive remembering should not be seen as sceptically challenging the very possibility of everyday authority over our own past, but as identifying specific forms of fallibility. I argue that the study of historical and social processes is an integral part of the cognitive sciences of memory, not a humanistic curiosity.","internal_url":"https://www.academia.edu/5891425/Truth_in_memory_the_humanities_and_the_cognitive_sciences","translated_internal_url":"","created_at":"2014-01-30T06:23:39.031-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":32879220,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32879220/thumbnails/1.jpg","file_name":"2003_Sutton_Truth_In_Memory.pdf","download_url":"https://www.academia.edu/attachments/32879220/download_file","bulk_download_file_name":"Truth_in_memory_the_humanities_and_the_c.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32879220/2003_Sutton_Truth_In_Memory-libre.pdf?1391658378=\u0026response-content-disposition=attachment%3B+filename%3DTruth_in_memory_the_humanities_and_the_c.pdf\u0026Expires=1744238898\u0026Signature=Zd3wMIbsQF8LzQl60ksSvxtU2nk7xfNp0cate91bP8nU096Q~zas1HQcz2aAla6lXslzZvLIAxovqS-G5wkeIJFGge-J7i3USJmozx-~jGY-fGI9WZFa5DfMMHcAKmsUvp4VyHQIohWY8~A61s3JRcjpLx8H6c8qL6dt9oaKrkQqL7~BHm6aKHFxXmlrZN0GLDNxT3zJIAnFtDOSu~xP2qbjz5z0I71f-tzDcgeGrYaSgFPIcReBqE6ZmWeIruFcDTGWs9ot4gq7XCKuSxJYJhRrFBa5DuaBd5bArD4TgQeBPkMK4~yom5zuxMsUvLlzOUTIpUPasEFix8urVeYtVg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Truth_in_memory_the_humanities_and_the_cognitive_sciences","translated_slug":"","page_count":13,"language":"en","content_type":"Work","summary":"Mistakes can be made in both personal and official accounts of past events: lies can be told. Stories about the past have many functions besides truth-telling: but we still care deeply that our sense of what happened should be accurate. The possibility of error in memory and in history implies a commonsense realism about the past. Truth in memory is a problem because, coupled with our desires to find out what really happened, we recognize that our individual and collective access to past events may be indirect. This chapter sketches some approaches, from across the disciplines, to such problems about authority over the past. I open up recent lines of research on autobiographical memory which should be more accessible in the humanities and social sciences. Psychological work on constructive remembering should not be seen as sceptically challenging the very possibility of everyday authority over our own past, but as identifying specific forms of fallibility. I argue that the study of historical and social processes is an integral part of the cognitive sciences of memory, not a humanistic curiosity.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":32879220,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32879220/thumbnails/1.jpg","file_name":"2003_Sutton_Truth_In_Memory.pdf","download_url":"https://www.academia.edu/attachments/32879220/download_file","bulk_download_file_name":"Truth_in_memory_the_humanities_and_the_c.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32879220/2003_Sutton_Truth_In_Memory-libre.pdf?1391658378=\u0026response-content-disposition=attachment%3B+filename%3DTruth_in_memory_the_humanities_and_the_c.pdf\u0026Expires=1744238898\u0026Signature=Zd3wMIbsQF8LzQl60ksSvxtU2nk7xfNp0cate91bP8nU096Q~zas1HQcz2aAla6lXslzZvLIAxovqS-G5wkeIJFGge-J7i3USJmozx-~jGY-fGI9WZFa5DfMMHcAKmsUvp4VyHQIohWY8~A61s3JRcjpLx8H6c8qL6dt9oaKrkQqL7~BHm6aKHFxXmlrZN0GLDNxT3zJIAnFtDOSu~xP2qbjz5z0I71f-tzDcgeGrYaSgFPIcReBqE6ZmWeIruFcDTGWs9ot4gq7XCKuSxJYJhRrFBa5DuaBd5bArD4TgQeBPkMK4~yom5zuxMsUvLlzOUTIpUPasEFix8urVeYtVg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":850,"name":"Testimony","url":"https://www.academia.edu/Documents/in/Testimony"},{"id":1851,"name":"Expertise","url":"https://www.academia.edu/Documents/in/Expertise"},{"id":3248,"name":"Constructivism","url":"https://www.academia.edu/Documents/in/Constructivism"},{"id":3987,"name":"History and Memory","url":"https://www.academia.edu/Documents/in/History_and_Memory"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":7070,"name":"Expert evidence","url":"https://www.academia.edu/Documents/in/Expert_evidence"},{"id":7085,"name":"Truth","url":"https://www.academia.edu/Documents/in/Truth"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":15092,"name":"Evidence","url":"https://www.academia.edu/Documents/in/Evidence"},{"id":16683,"name":"False Memory","url":"https://www.academia.edu/Documents/in/False_Memory"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":64833,"name":"Realism","url":"https://www.academia.edu/Documents/in/Realism"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5891425-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5891405"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5891405/Constructive_memory_and_distributed_cognition_towards_an_interdisciplinary_framework"><img alt="Research paper thumbnail of Constructive memory and distributed cognition: towards an interdisciplinary framework" class="work-thumbnail" src="https://attachments.academia-assets.com/32879206/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5891405/Constructive_memory_and_distributed_cognition_towards_an_interdisciplinary_framework">Constructive memory and distributed cognition: towards an interdisciplinary framework</a></div><div class="wp-workCard_item"><span>Constructive Memory </span><span>, 2003</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6064592b9d0230b37d60bc5b2cf5a1d1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32879206,"asset_id":5891405,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32879206/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5891405"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5891405"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5891405; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-42917082-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="28804309"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/28804309/The_Routledge_Handbook_of_Material_Culture_in_Early_Modern_Europe"><img alt="Research paper thumbnail of The Routledge Handbook of Material Culture in Early Modern Europe" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The Routledge Handbook of Material Culture in Early Modern Europe</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://kent.academia.edu/CatherineRichardson">Catherine Richardson</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://bham.academia.edu/TaraHamling">Tara Hamling</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://stmarystwickenham.academia.edu/GlennRichardson">Glenn Richardson</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://open.academia.edu/DavidGrummitt">David Grummitt</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://york.academia.edu/FrancesMaguire">Frances Maguire</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DrDeliaGarratt">Dr. Delia Garratt</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://senecacollege.academia.edu/VictoriaYeoman">Victoria Yeoman</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/PeterHewitt2">Dr. Peter Hewitt</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://universitat-hamburg.academia.edu/LuisaCoscarelli">Luisa Coscarelli-Larkin</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Routledge Handbook of Material Culture in Early Modern Europe marks the arrival of early mode...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Routledge Handbook of Material Culture in Early Modern Europe marks the arrival of early modern material culture studies as a vibrant, fully-established field of multi-disciplinary research.<br /><br />The volume provides a rounded, accessible collection of work on the nature and significance of materiality in early modern Europe – a term that embraces a vast range of objects as well as addressing a wide variety of human interactions with their physical environments. This stimulating view of materiality is distinctive in asking questions about the whole material world as a context for lived experience, and the book considers material interactions at all social levels.<br /><br />There are 27 chapters by leading experts as well as 13 feature object studies to highlight specific items that have survived from this period (defined broadly as c.1500–c.1800). These contributions explore the things people acquired, owned, treasured, displayed and discarded, the spaces in which people used and thought about things, the social relationships which cluster around goods – between producers, vendors and consumers of various kinds – and the way knowledge travels around those circuits of connection. The content also engages with wider issues such as the relationship between public and private life, the changing connections between the sacred and the profane, or the effects of gender and social status upon lived experience.<br /><br />Constructed as an accessible, wide-ranging guide to research practice, the book describes and represents the methods which have been developed within various disciplines for analysing pre-modern material culture. It comprises four sections which open up the approaches of various disciplines to non-specialists: ‘Definitions, disciplines, new directions’, ‘Contexts and categories’, ‘Object studies’ and ‘Material culture in action’.<br /><br />This volume addresses the need for sustained, coherent comment on the state, breadth and potential of this lively new field, including the work of historians, art historians, museum curators, archaeologists, social scientists and literary scholars. It consolidates and communicates recent developments and considers how we might take forward a multi-disciplinary research agenda for the study of material culture in periods before the mass production of goods.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28804309"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28804309"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28804309; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28804309]").text(description); $(".js-view-count[data-work-id=28804309]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28804309; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28804309']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=28804309]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28804309,"title":"The Routledge Handbook of Material Culture in Early Modern Europe","translated_title":"","metadata":{"abstract":"The Routledge Handbook of Material Culture in Early Modern Europe marks the arrival of early modern material culture studies as a vibrant, fully-established field of multi-disciplinary research.\n\nThe volume provides a rounded, accessible collection of work on the nature and significance of materiality in early modern Europe – a term that embraces a vast range of objects as well as addressing a wide variety of human interactions with their physical environments. 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Europe"}],"downloadable_attachments":[],"slug":"The_Routledge_Handbook_of_Material_Culture_in_Early_Modern_Europe","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The Routledge Handbook of Material Culture in Early Modern Europe marks the arrival of early modern material culture studies as a vibrant, fully-established field of multi-disciplinary research.\n\nThe volume provides a rounded, accessible collection of work on the nature and significance of materiality in early modern Europe – a term that embraces a vast range of objects as well as addressing a wide variety of human interactions with their physical environments. This stimulating view of materiality is distinctive in asking questions about the whole material world as a context for lived experience, and the book considers material interactions at all social levels.\n\nThere are 27 chapters by leading experts as well as 13 feature object studies to highlight specific items that have survived from this period (defined broadly as c.1500–c.1800). These contributions explore the things people acquired, owned, treasured, displayed and discarded, the spaces in which people used and thought about things, the social relationships which cluster around goods – between producers, vendors and consumers of various kinds – and the way knowledge travels around those circuits of connection. The content also engages with wider issues such as the relationship between public and private life, the changing connections between the sacred and the profane, or the effects of gender and social status upon lived experience.\n\nConstructed as an accessible, wide-ranging guide to research practice, the book describes and represents the methods which have been developed within various disciplines for analysing pre-modern material culture. It comprises four sections which open up the approaches of various disciplines to non-specialists: ‘Definitions, disciplines, new directions’, ‘Contexts and categories’, ‘Object studies’ and ‘Material culture in action’.\n\nThis volume addresses the need for sustained, coherent comment on the state, breadth and potential of this lively new field, including the work of historians, art historians, museum curators, archaeologists, social scientists and literary scholars. It consolidates and communicates recent developments and considers how we might take forward a multi-disciplinary research agenda for the study of material culture in periods before the mass production of goods.","impression_tracking_id":null,"owner":{"id":128932,"first_name":"Catherine","middle_initials":null,"last_name":"Richardson","page_name":"CatherineRichardson","domain_name":"kent","created_at":"2010-02-06T04:30:03.071-08:00","display_name":"Catherine Richardson","url":"https://kent.academia.edu/CatherineRichardson"},"attachments":[],"research_interests":[],"urls":[{"id":7590891,"url":"https://www.routledge.com/The-Routledge-Handbook-of-Material-Culture-in-Early-Modern-Europe/Richardson-Hamling-Gaimster/p/book/9781409462699"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-28804309-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="6387433"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/6387433/Embodied_Cognition_and_Shakespeares_Theatre_the_early_modern_body_mind_eds_Johnson_Sutton_and_Tribble_"><img alt="Research paper thumbnail of Embodied Cognition and Shakespeare's Theatre: the early modern body-mind [eds Johnson, Sutton, & Tribble]" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Embodied Cognition and Shakespeare's Theatre: the early modern body-mind [eds Johnson, Sutton, & Tribble]</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://usq.academia.edu/LaurieJohnson">Laurie Johnson</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://otago.academia.edu/EvelynTribble">Evelyn Tribble</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This collection considers issues that have emerged in Early Modern Studies in the past fifteen ye...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This collection considers issues that have emerged in Early Modern Studies in the past fifteen years relating to understandings of mind and body in Shakespeare’s world. Informed by The Body in Parts, the essays in this book respond also to the notion of an early modern ‘body-mind’ in which Shakespeare and his contemporaries are understood in terms of bodily parts and cognitive processes. What might the impact of such understandings be on our picture of Shakespeare’s theatre or on our histories of the early modern period, broadly speaking? This book provides a wide range of approaches to this challenge, covering histories of cognition, studies of early modern stage practices, textual studies, and historical phenomenology, as well as new cultural histories by some of the key proponents of this approach at the present time. Because of the breadth of material covered, full weight is given to issues that are hotly debated at the present time within Shakespeare Studies: presentist scholarship is presented alongside more historically-focused studies, for example, and phenomenological studies of material culture are included along with close readings of texts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6387433"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6387433"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6387433; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6387433]").text(description); $(".js-view-count[data-work-id=6387433]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6387433; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6387433']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=6387433]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6387433,"title":"Embodied Cognition and Shakespeare's Theatre: the early modern body-mind [eds Johnson, Sutton, \u0026 Tribble]","translated_title":"","metadata":{"abstract":"This collection considers issues that have emerged in Early Modern Studies in the past fifteen years relating to understandings of mind and body in Shakespeare’s world. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-6387433-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="3087872"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3087872/Descartes_Natural_Philosophy_eds_Gaukroger_Schuster_and_Sutton_"><img alt="Research paper thumbnail of Descartes' Natural Philosophy [eds Gaukroger, Schuster, & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/31014399/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3087872/Descartes_Natural_Philosophy_eds_Gaukroger_Schuster_and_Sutton_">Descartes' Natural Philosophy [eds Gaukroger, Schuster, & Sutton]</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The most comprehensive collection of essays on Descartes' scientific writings ever published, thi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The most comprehensive collection of essays on Descartes' scientific writings ever published, this volume offers a detailed reassessment of Descartes' scientific work and its bearing on his <br />philosophy. The essays, written by some of the world's leading scholars, cover topics as diverse as optics, cosmology and medicine, and will be of vital interest to all historians of philosophy <br />or science. <br /> <br />This book places Descartes' scientific projects, rather than his metaphysics or epistemology, at the centre of his philosophical concerns. Descartes' picture of the natural world admits of <br />surprising complexity, with both his cosmology and his physiology modelled on the dynamics of fluids. Rejecting the tired caricature by which Descartes' dualism left nature and the human <br />body as barren, inert matter to be dominated by active ghostly soul, the authors in contrast focus on the details of the links Descartes sought to forge between physics, medicine, and <br />ethics. 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href="https://www.academia.edu/342446/Critical_Review_of_Chaffin_et_al_Practicing_Perfection_Geeves_Christensen_Sutton_and_McIlwain_"><img alt="Research paper thumbnail of Critical Review of Chaffin et al, Practicing Perfection [Geeves, Christensen, Sutton, & McIlwain]" class="work-thumbnail" src="https://attachments.academia-assets.com/1752487/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/342446/Critical_Review_of_Chaffin_et_al_Practicing_Perfection_Geeves_Christensen_Sutton_and_McIlwain_">Critical Review of Chaffin et al, Practicing Perfection [Geeves, Christensen, Sutton, & McIlwain]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/DorisMcilwain">Doris J F Mcilwain</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/AndrewGeeves">Andrew Geeves</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://barcelona.academia.edu/WayneChristensen">Wayne Christensen</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="12d2cb24687b3bc4a7e12f5a889f0f35" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":1752487,"asset_id":342446,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/1752487/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: 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Mebane, Renaissance Magic and the Return of the Golden Age (Nebraska U.P., 1990)</a></div><div class="wp-workCard_item"><span>Metascience (New Series), pilot issue, pp.31-38</span><span>, 1991</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-3332731-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-3332731-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/49414451/figure-1-shakespeare-science-and-magic-essay-review-of-john"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/31147890/figure_001.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-3332731-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9898bd2c46668aeb764a4b51f604f505" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31147890,"asset_id":3332731,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31147890/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3332731"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3332731"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3332731; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3332731]").text(description); $(".js-view-count[data-work-id=3332731]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3332731; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3332731']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9898bd2c46668aeb764a4b51f604f505" } } $('.js-work-strip[data-work-id=3332731]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3332731,"title":"Shakespeare, Science, and Magic: essay review of John S. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5816793-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5816772"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5816772/Cruel_Carnal_Reason_review_of_Kenneth_Craven_Jonathan_Swift_and_the_Millennium_of_Madness_the_information_age_in_Swifts_A_Tale_of_a_Tub"><img alt="Research paper thumbnail of Cruel Carnal Reason: review of Kenneth Craven, Jonathan Swift and the Millennium of Madness: the information age in Swift's A Tale of a Tub" class="work-thumbnail" src="https://attachments.academia-assets.com/32827922/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5816772/Cruel_Carnal_Reason_review_of_Kenneth_Craven_Jonathan_Swift_and_the_Millennium_of_Madness_the_information_age_in_Swifts_A_Tale_of_a_Tub">Cruel Carnal Reason: review of Kenneth Craven, Jonathan Swift and the Millennium of Madness: the information age in Swift's A Tale of a Tub</a></div><div class="wp-workCard_item"><span>Metascience, 6, 183-185</span><span>, 1994</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">interconnections among developments in science, policy, and the popular imagination which Spencer...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">interconnections among developments in science, policy, and the popular imagination which SpencerWeart attained in Nuclear Fear,the brilliant 1988 study of nuclear physics, is not approached. There are sticky fundamental issues about changing relationsboth actual and perceivcdbetween basic and applied science over the period and across helds, which are glossed</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0f18a0276366cd0b53141445fe768419" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827922,"asset_id":5816772,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827922/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5816772"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5816772"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5816772; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5816772]").text(description); $(".js-view-count[data-work-id=5816772]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5816772; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5816772']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0f18a0276366cd0b53141445fe768419" } } $('.js-work-strip[data-work-id=5816772]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5816772,"title":"Cruel Carnal Reason: review of Kenneth Craven, Jonathan Swift and the Millennium of Madness: the information age in Swift's A Tale of a Tub","translated_title":"","metadata":{"grobid_abstract":"interconnections among developments in science, policy, and the popular imagination which SpencerWeart attained in Nuclear Fear,the brilliant 1988 study of nuclear physics, is not approached. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5816772-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5816742"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5816742/Uncanny_Innards_review_of_Jonathan_Sawday_The_Body_Emblazoned_dissection_and_the_human_body_in_Renaissance_culture"><img alt="Research paper thumbnail of Uncanny Innards: review of Jonathan Sawday, The Body Emblazoned: dissection and the human body in Renaissance culture" class="work-thumbnail" src="https://attachments.academia-assets.com/32827900/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5816742/Uncanny_Innards_review_of_Jonathan_Sawday_The_Body_Emblazoned_dissection_and_the_human_body_in_Renaissance_culture">Uncanny Innards: review of Jonathan Sawday, The Body Emblazoned: dissection and the human body in Renaissance culture</a></div><div class="wp-workCard_item"><span>Metascience 5 (2), 1996, 179-182 (issue also labelled Metascience, new series, 9)</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In a "parenthesis of fascinated horror" before "the complete discovery and subjection of the body...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In a "parenthesis of fascinated horror" before "the complete discovery and subjection of the body to science", Renaissance anatomists and poets shared peculiar emotions of dread and desire towards the bodies they dissected and described. Jonathan Sawday's ambitious project is to evoke the common taboos, resistances, and fears which the human body provoked in its various early modern investigators, while telling "stories of terrible cruelty, which are tinged by a form of dark eroticism". He is justifiably proud of the historical range of his study, across medicine, cartography, literature, the law, myth, art, theology, social history, and philosophy. But he seeks more than a synthesis of these disparate domains, hoping also both to sketch a new grand narrative about conceptual, practical, and phenomenological changes regarding the body, and further "if not to dispel, then at least to explain" our own multiple, ambiguous feelings about our innards. Thus he marvellously maintains simultaneous attention to culture and psychology, combining high theory with historical precision in rare and risky fashion.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6269cf5cf76fe83d964f2659cfc657c5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827900,"asset_id":5816742,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827900/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5816742"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5816742"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5816742; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5816742]").text(description); $(".js-view-count[data-work-id=5816742]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5816742; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5816742']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6269cf5cf76fe83d964f2659cfc657c5" } } $('.js-work-strip[data-work-id=5816742]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5816742,"title":"Uncanny Innards: review of Jonathan Sawday, The Body Emblazoned: dissection and the human body in Renaissance culture","translated_title":"","metadata":{"ai_title_tag":"Dissection and Desire in Renaissance Body Culture","grobid_abstract":"In a \"parenthesis of fascinated horror\" before \"the complete discovery and subjection of the body to science\", Renaissance anatomists and poets shared peculiar emotions of dread and desire towards the bodies they dissected and described. 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class="work-thumbnail" src="https://attachments.academia-assets.com/32827850/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5816686/Review_of_Elizabeth_Wilson_Neural_Geographies_feminism_and_the_microstructure_of_cognition">Review of Elizabeth Wilson, Neural Geographies: feminism and the microstructure of cognition</a></div><div class="wp-workCard_item"><span>Philosophy in Review/ Comptes Rendus Philosophiques, XIX, (4) 299-301.</span><span>, 1999</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Philosophy in Review/ Comptes Rendus Philosophiques, XIX (4), 1999, 299-301.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8d78e9782bf7222fee48b177eed6a8ff" 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data-work-id="5816648"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5816648/Review_of_Janice_Haaken_Pillar_of_Salt_gender_memory_and_the_perils_of_looking_back"><img alt="Research paper thumbnail of Review of Janice Haaken, Pillar of Salt: gender, memory, and the perils of looking back" class="work-thumbnail" src="https://attachments.academia-assets.com/32827791/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5816648/Review_of_Janice_Haaken_Pillar_of_Salt_gender_memory_and_the_perils_of_looking_back">Review of Janice Haaken, Pillar of Salt: gender, memory, and the perils of looking back</a></div><div class="wp-workCard_item"><span>Metapsychology, online reviews, June 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Review of Douwe Draaisma, Metaphors of Memory" class="work-thumbnail" src="https://attachments.academia-assets.com/32827739/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5816571/Grottoes_or_Aviaries_Review_of_Douwe_Draaisma_Metaphors_of_Memory">Grottoes or Aviaries? Review of Douwe Draaisma, Metaphors of Memory</a></div><div class="wp-workCard_item"><span>Times Literary Supplement 5152, 28 December, 2001</span><span>, Dec 28, 2001</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Douwe Draaisma, Metaphors of Memory: a history of ideas about the mind. 241pp. Cambridge Universi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Douwe Draaisma, Metaphors of Memory: a history of ideas about the mind. 241pp. Cambridge University Press. 18.95. 0 521 65024 0. 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class="wp-workCard_item"><span>Metapsychology online reviews, 2002</span><span>, May 30, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the late 16 th and early 17 th centuries, a number of 'liberal Jesuit scholastics' produced th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the late 16 th and early 17 th centuries, a number of 'liberal Jesuit scholastics' produced the last great synthesis of Aristotelian psychology with Christian theology. In this magnificently sympathetic reconstruction of their systems of the soul, Dennis Des Chene rescues Toletus, Suarez, and the other 'schoolmen' from the neglect resulting from scornful dismissals by Descartes and his fellows. Deliberating bypassing the political and medical contexts of their work, and focussing almost exclusively on Jesuit rather than other, 'dissident' Renaissance Aristotelianisms, Des Chene focusses intensely on intellectual history, what he calls at one point 'the flurry of subtleties' of these astonishing systematic commentaries on Aristotle.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3457964dd4a8bedfce6deb4526d24f6c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827684,"asset_id":5816468,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827684/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5816468"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5816468"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5816468; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5816468]").text(description); $(".js-view-count[data-work-id=5816468]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5816468; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5816468']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3457964dd4a8bedfce6deb4526d24f6c" } } $('.js-work-strip[data-work-id=5816468]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5816468,"title":"Review of Dennis Des Chene, Life's Form: late Aristotelian conceptions of the soul","translated_title":"","metadata":{"ai_title_tag":"Late Aristotelian Soul: A Jesuit Perspective","grobid_abstract":"In the late 16 th and early 17 th centuries, a number of 'liberal Jesuit scholastics' produced the last great synthesis of Aristotelian psychology with Christian theology. 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While promoting Willis's foundational role, Zimmer grapples with the complexities of modern neuroscience and the persistence of traditional approaches, ultimately encouraging a deeper inquiry into the intersection of brain science and history.","publication_date":{"day":null,"month":null,"year":2006,"errors":{}},"publication_name":"Journal of the History of the Behavioral Sciences 42 (3), 2006, 298-299."},"translated_abstract":null,"internal_url":"https://www.academia.edu/5816397/Review_of_Carl_Zimmer_Soul_Made_Flesh_the_discovery_of_the_brain","translated_internal_url":"","created_at":"2014-01-23T11:13:49.281-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"book_review","co_author_tags":[],"downloadable_attachments":[{"id":32827629,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32827629/thumbnails/1.jpg","file_name":"2006_Sutton_review_Zimmer_JHBS.pdf","download_url":"https://www.academia.edu/attachments/32827629/download_file","bulk_download_file_name":"Review_of_Carl_Zimmer_Soul_Made_Flesh_th.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32827629/2006_Sutton_review_Zimmer_JHBS-libre.pdf?1390504328=\u0026response-content-disposition=attachment%3B+filename%3DReview_of_Carl_Zimmer_Soul_Made_Flesh_th.pdf\u0026Expires=1744238899\u0026Signature=c8SSnhYRiIO16INcwMsV~kgJMF3P03omfyTSBzZDMu1lIM2BYhBFgT7BGgV5rzKX6netrTmnAYMeeQQsBvZZa9D19WRfFqlSK2MhDpnwpP4LFBZMr8mVh1Akml3Ac2CII2sSaCpWwGQ2c0wp2yMxMnNaX1o5g0dpvjWnn7vtuuz-0xsOk2P8tRkoYPOjYdnUWleFeJv3QmeYP3IS-jSs6vciOJZXaUWTtwnCGsZnSMx6~avZ47ns0MHnL-6lSuM1YYtZO6AYbFZvx0ESaFJkcCm8Nbd5TuMY2-BDpfmu7X6aftFkd49SUp165X9~f1tbp52zq9g-YRvWb98U6jw-zw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Review_of_Carl_Zimmer_Soul_Made_Flesh_the_discovery_of_the_brain","translated_slug":"","page_count":2,"language":"en","content_type":"Work","summary":null,"impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":32827629,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32827629/thumbnails/1.jpg","file_name":"2006_Sutton_review_Zimmer_JHBS.pdf","download_url":"https://www.academia.edu/attachments/32827629/download_file","bulk_download_file_name":"Review_of_Carl_Zimmer_Soul_Made_Flesh_th.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32827629/2006_Sutton_review_Zimmer_JHBS-libre.pdf?1390504328=\u0026response-content-disposition=attachment%3B+filename%3DReview_of_Carl_Zimmer_Soul_Made_Flesh_th.pdf\u0026Expires=1744238899\u0026Signature=c8SSnhYRiIO16INcwMsV~kgJMF3P03omfyTSBzZDMu1lIM2BYhBFgT7BGgV5rzKX6netrTmnAYMeeQQsBvZZa9D19WRfFqlSK2MhDpnwpP4LFBZMr8mVh1Akml3Ac2CII2sSaCpWwGQ2c0wp2yMxMnNaX1o5g0dpvjWnn7vtuuz-0xsOk2P8tRkoYPOjYdnUWleFeJv3QmeYP3IS-jSs6vciOJZXaUWTtwnCGsZnSMx6~avZ47ns0MHnL-6lSuM1YYtZO6AYbFZvx0ESaFJkcCm8Nbd5TuMY2-BDpfmu7X6aftFkd49SUp165X9~f1tbp52zq9g-YRvWb98U6jw-zw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2273,"name":"History of Medicine","url":"https://www.academia.edu/Documents/in/History_of_Medicine"},{"id":3723,"name":"History of Science","url":"https://www.academia.edu/Documents/in/History_of_Science"},{"id":9506,"name":"History of Neuroscience","url":"https://www.academia.edu/Documents/in/History_of_Neuroscience"},{"id":21712,"name":"Early Modern Science","url":"https://www.academia.edu/Documents/in/Early_Modern_Science"},{"id":220489,"name":"History of neurosciences","url":"https://www.academia.edu/Documents/in/History_of_neurosciences"},{"id":619260,"name":"Thomas Willis","url":"https://www.academia.edu/Documents/in/Thomas_Willis"},{"id":1226516,"name":"History of the Brain","url":"https://www.academia.edu/Documents/in/History_of_the_Brain"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5816397-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5760222"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5760222/Review_of_Fodor_The_Mind_Doesnt_Work_That_Way"><img alt="Research paper thumbnail of Review of Fodor, The Mind Doesn't Work That Way" class="work-thumbnail" src="https://attachments.academia-assets.com/32787314/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5760222/Review_of_Fodor_The_Mind_Doesnt_Work_That_Way">Review of Fodor, The Mind Doesn't Work That Way</a></div><div class="wp-workCard_item"><span>Metapsychology</span><span>, 2001</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Computational Theory of Mind (CTM) can't explain "much of what's special about our kinds of m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Computational Theory of Mind (CTM) can't explain "much of what's special about our kinds of minds". Or so argues Jerry Fodor, who has defended this very theory more vigorously than most over the past 25 years. And Fodor's not talking about consciousness, or emotion, or even about the ultimate origin and nature of meaning and intentionality, mysteries which CTM was never designed to dissolve. So what's going on? Has Fodor finally been caught in the connectionist net? Or (God, Granny, and Turing forbid) started worrying about phenomenology or 'embodiment'? No. In fact this short, difficult, quirky, important book is no heresy in the High Church of Classical Computationalism, but rather a series of doctrinal skirmishes with overzealous and over-popular sympathizers. It is essential reading for anyone interested in the philosophy of cognitive science.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9f4d4afa1a808a5fb6afe5d3ff6216e7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32787314,"asset_id":5760222,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32787314/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5760222"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5760222"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5760222; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5760222]").text(description); $(".js-view-count[data-work-id=5760222]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5760222; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5760222']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9f4d4afa1a808a5fb6afe5d3ff6216e7" } } $('.js-work-strip[data-work-id=5760222]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5760222,"title":"Review of Fodor, The Mind Doesn't Work That Way","translated_title":"","metadata":{"more_info":"Review of Jerry Fodor, The Mind Doesn't Work That Way: the scope and limits of computational psychology","grobid_abstract":"The Computational Theory of Mind (CTM) can't explain \"much of what's special about our kinds of minds\". 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Or so argues Jerry Fodor, who has defended this very theory more vigorously than most over the past 25 years. And Fodor's not talking about consciousness, or emotion, or even about the ultimate origin and nature of meaning and intentionality, mysteries which CTM was never designed to dissolve. So what's going on? Has Fodor finally been caught in the connectionist net? Or (God, Granny, and Turing forbid) started worrying about phenomenology or 'embodiment'? No. In fact this short, difficult, quirky, important book is no heresy in the High Church of Classical Computationalism, but rather a series of doctrinal skirmishes with overzealous and over-popular sympathizers. 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Yet there is little cause for their concern: in the current confusion of multidisciplinary inquiry into computation and the brain, there are few even half-developed visions of a future completed psychology, which challenge straightforward metaphysical and moral faith in personal identity and rational agency. Perhaps then those who fear the encroach of science on mind, warning that it will swamp cultural-historical awareness and care, are bewitched only by the memory of a ghoulish behaviourism.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0dd1ca9b9d54524a76a17d87269c7b93" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32787086,"asset_id":5760076,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32787086/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5760076"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5760076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5760076; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5760076]").text(description); $(".js-view-count[data-work-id=5760076]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5760076; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5760076']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0dd1ca9b9d54524a76a17d87269c7b93" } } $('.js-work-strip[data-work-id=5760076]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5760076,"title":"No More Folk Tales: review of Churchlands","translated_title":"","metadata":{"more_info":"No More Folk Tales: review of Patricia \u0026 Paul Churchland, On the Contrary. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5760076-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5759824"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5759824/Prodigies_and_Portents_review_of_Daston_and_Park_Prodigies_and_the_Order_of_Nature_1150_1750"><img alt="Research paper thumbnail of Prodigies and Portents: review of Daston & Park, Prodigies and the Order of Nature 1150-1750" class="work-thumbnail" src="https://attachments.academia-assets.com/32786953/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5759824/Prodigies_and_Portents_review_of_Daston_and_Park_Prodigies_and_the_Order_of_Nature_1150_1750">Prodigies and Portents: review of Daston & Park, Prodigies and the Order of Nature 1150-1750</a></div><div class="wp-workCard_item"><span>Times Literary Supplement</span><span>, Feb 5, 1999</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="50a74275ffce0ce6254230ac2f4fa86d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32786953,"asset_id":5759824,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32786953/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5759824"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5759824"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5759824; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5759824-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5759706"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5759706/Review_of_Wright_and_Potter_eds_Psyche_and_Soma_physicians_and_metaphysicians_on_the_mind_body_problem"><img alt="Research paper thumbnail of Review of Wright & Potter eds, Psyche and Soma: physicians and metaphysicians on the mind-body problem" class="work-thumbnail" src="https://attachments.academia-assets.com/32786896/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5759706/Review_of_Wright_and_Potter_eds_Psyche_and_Soma_physicians_and_metaphysicians_on_the_mind_body_problem">Review of Wright & Potter eds, Psyche and Soma: physicians and metaphysicians on the mind-body problem</a></div><div class="wp-workCard_item"><span>Australasian Journal of Philosophy</span><span>, 2003</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5ea0ee1ca9ed465dccc2e4e090c4fff9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32786896,"asset_id":5759706,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32786896/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5759706"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5759706"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5759706; 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Keenly aware of the fallibility and instability of natural corporeal memory, he considered various ways to bypass it or avoid relying on it, but also came to see its importance in understanding and dealing with the passions and the union of mind and body. His account of memory influenced Malebranche and associationist traditions, but was subject to sharp attack from critics who saw it as dangerously materialist and chaotic.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8a4bf1439ac86afb116b8724c0ad0875" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37138111,"asset_id":11692173,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37138111/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11692173"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11692173"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11692173; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11692173]").text(description); $(".js-view-count[data-work-id=11692173]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11692173; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11692173']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8a4bf1439ac86afb116b8724c0ad0875" } } $('.js-work-strip[data-work-id=11692173]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11692173,"title":"Memory [Cambridge Descartes Lexicon]","translated_title":"","metadata":{"abstract":"Descartes thought about memory in the distinct contexts of method, metaphysics, medicine, mortality, and morals. 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His account of memory influenced Malebranche and associationist traditions, but was subject to sharp attack from critics who saw it as dangerously materialist and chaotic.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":37138111,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37138111/thumbnails/1.jpg","file_name":"2015_Descartes_Lexicon_memory_Sutton.pdf","download_url":"https://www.academia.edu/attachments/37138111/download_file","bulk_download_file_name":"Memory_Cambridge_Descartes_Lexicon.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37138111/2015_Descartes_Lexicon_memory_Sutton-libre.pdf?1427522665=\u0026response-content-disposition=attachment%3B+filename%3DMemory_Cambridge_Descartes_Lexicon.pdf\u0026Expires=1744238900\u0026Signature=fvFTZfdbwvBb~RYip7MidK7lm3ul7w5qlAMvR2~HHOE4Z~sOdRQnPm6a7Bsi9CViEQr6htd8RfgzbYjAGmNKD3oj01ScK30dsIM8R~CxRnVUFyUntrtrhZgG49zlYXZS077PvH-WWoSo6mxBYjV2xg3W0hbiRHzq3~ZZ3EnVSu5x3VjygrKq7PEkWON~YLD~d2jyiK9~axeCFdpD1cHHcL-2JD9VcdC4IbrxDWIS9SK6CACipthga~3CI2lJiL3PiBxRURXlx43G6HREdwM6~r2V9oMGyTheMoJPoB4bcxUps~jqMwpt3ZXe3FIlEpRDm~xaPZN7TtKoKKbxEPM6IQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":911,"name":"17th Century \u0026 Early Modern Philosophy","url":"https://www.academia.edu/Documents/in/17th_Century_and_Early_Modern_Philosophy"},{"id":3723,"name":"History of Science","url":"https://www.academia.edu/Documents/in/History_of_Science"},{"id":3987,"name":"History and Memory","url":"https://www.academia.edu/Documents/in/History_and_Memory"},{"id":9506,"name":"History of Neuroscience","url":"https://www.academia.edu/Documents/in/History_of_Neuroscience"},{"id":10474,"name":"René Descartes","url":"https://www.academia.edu/Documents/in/Ren%C3%A9_Descartes"},{"id":21608,"name":"Descartes, René","url":"https://www.academia.edu/Documents/in/Descartes_Ren%C3%A9"},{"id":31353,"name":"Descartes","url":"https://www.academia.edu/Documents/in/Descartes"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":51754,"name":"Dualism","url":"https://www.academia.edu/Documents/in/Dualism"},{"id":113620,"name":"Cartesian substance dualism","url":"https://www.academia.edu/Documents/in/Cartesian_substance_dualism"},{"id":620285,"name":"History of Philosophy","url":"https://www.academia.edu/Documents/in/History_of_Philosophy"},{"id":678146,"name":"Pineal Gland (human)","url":"https://www.academia.edu/Documents/in/Pineal_Gland_human_"},{"id":1747644,"name":"Animal Spirits","url":"https://www.academia.edu/Documents/in/Animal_Spirits"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-11692173-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="3332800"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3332800/Memory_Stanford_Encyclopedia_of_Philosophy_"><img alt="Research paper thumbnail of Memory (Stanford Encyclopedia of Philosophy)" class="work-thumbnail" src="https://attachments.academia-assets.com/32790376/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3332800/Memory_Stanford_Encyclopedia_of_Philosophy_">Memory (Stanford Encyclopedia of Philosophy)</a></div><div class="wp-workCard_item"><span>Stanford Encyclopedia of Philosophy</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Winter 2012 Edition 3 memory and the non-conscious ways in which we are influenced by the past do...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Winter 2012 Edition 3 memory and the non-conscious ways in which we are influenced by the past does not drive a useful wedge between philosophy and the sciences. On the one hand, scientific psychology is not, either in principle or in practice, restricted to the study of implicit learning and the varieties of conditioning: indeed, the study of our rich, socially-embedded capacities to remember our personal experiences is at the heart of much current research. On the other hand, philosophers too want to understand the operations of habit memory, skill memory, and involuntary memory, and their implications for expanded notions of agency and identity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="207053702e3ba7f80afaab90ba09d04e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32790376,"asset_id":3332800,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32790376/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3332800"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3332800"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3332800; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3332800]").text(description); $(".js-view-count[data-work-id=3332800]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3332800; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3332800']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "207053702e3ba7f80afaab90ba09d04e" } } $('.js-work-strip[data-work-id=3332800]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3332800,"title":"Memory (Stanford Encyclopedia of Philosophy)","translated_title":"","metadata":{"more_info":"Original version 2003 (13,000 words); substantial revision 2010 (17,000 words)","ai_title_tag":"Memory: Intersection of Philosophy and Science","grobid_abstract":"Winter 2012 Edition 3 memory and the non-conscious ways in which we are influenced by the past does not drive a useful wedge between philosophy and the sciences. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-3332800-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5891498"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5891498/Ren%C3%A9_Descartes"><img alt="Research paper thumbnail of René Descartes" class="work-thumbnail" src="https://attachments.academia-assets.com/32879307/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5891498/Ren%C3%A9_Descartes">René Descartes</a></div><div class="wp-workCard_item"><span>The Berkshire encyclopedia of world history</span><span>, 2011</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-5891498-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-5891498-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2203731/figure-1-even-though-the-seventeenth-century-french"><img alt="Even though the seventeenth-century French philosopher René Descartes has been remem- bered primarily for his contributions to Western philosophy, he also showed a curiosity about many aspects of the natural world. His mecha- nistic and rationalistic methods have been criti- cized as often as they have been praised, but they provided a framework for subsequent scientific inquiry. memory, etc. consist in” (Descartes 1985-1991,Vol. " class="figure-slide-image" src="https://figures.academia-assets.com/32879307/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/2203737/figure-2-frans-hals-portrait-of-ren-descartes-oil-on-panel"><img alt="Frans Hals, Portrait of René Descartes (1649). Oil on panel. Statens Museum for Kunst, Copenhagen. 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In W.H. McNeill (Ed.), The Berkshire encyclopedia of world history. Great Barrington, MA: Berkshire Publishing. 2nd edition, 2011, volume 2, pp.744-746.","ai_abstract":"This paper explores the multifaceted contributions of René Descartes to philosophy and natural sciences during the seventeenth century. It challenges the traditional view of Descartes as solely a rationalist and metaphysician, revealing his deep interest in physiology, psychology, and the complexity of the natural world. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-5891498-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1084110" id="editorialsintroductions"><div class="js-work-strip profile--work_container" data-work-id="34446795"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34446795/Beyond_memory_again_risk_teamwork_vicarious_remembering_editorial_"><img alt="Research paper thumbnail of Beyond memory again: risk, teamwork, vicarious remembering [editorial]" class="work-thumbnail" src="https://attachments.academia-assets.com/54320973/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34446795/Beyond_memory_again_risk_teamwork_vicarious_remembering_editorial_">Beyond memory again: risk, teamwork, vicarious remembering [editorial]</a></div><div class="wp-workCard_item"><span>Memory Studies</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Asking readers to 'look beyond memory studies' in my first editorial for this journal (Sutton, 20...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Asking readers to 'look beyond memory studies' in my first editorial for this journal (Sutton, 2009), I suggested that we respect our topic best by disregarding disciplinary boundaries and by embracing the extraordinary diversity of relevant phenomena. The fact that memory is so often in use when it is not explicitly in question remains a practical and intellectual challenge for movements towards integration, institutionalisation, and discipline-formation in memory studies. Care for and attention to the motley breadth of memory phenomena might help address residual, frustrating gulfs between the various forms of cultural memory studies and the equally diverse cognitive sciences of memory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5eae7e408815009467c8d7ad6b976872" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54320973,"asset_id":34446795,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54320973/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34446795"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34446795"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34446795; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34446795]").text(description); $(".js-view-count[data-work-id=34446795]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34446795; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34446795']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5eae7e408815009467c8d7ad6b976872" } } $('.js-work-strip[data-work-id=34446795]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34446795,"title":"Beyond memory again: risk, teamwork, vicarious remembering [editorial]","translated_title":"","metadata":{"doi":"10.1177/1750698017725622","issue":"4","volume":"10","abstract":"Asking readers to 'look beyond memory studies' in my first editorial for this journal (Sutton, 2009), I suggested that we respect our topic best by disregarding disciplinary boundaries and by embracing the extraordinary diversity of relevant phenomena. 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We then consider the range of social memory phenomena examined in the book including remembering with an intended future audience, remembering in the presence of others, remembering in direct collaboration with others, and remembering in larger social and cultural contexts. We also discuss the various methods used in the book to measure collaborative remembering, including productivity, content, accuracy, process, and function. The focus throughout the chapter is on the points of overlap and contrast across and within perspectives. 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We first discuss common themes that emerge across the chapters. Specifically, we discuss points of overlap and contrast between research and applications, costs and benefits of collaboration, accuracy, scaffolding, the shared nature of the original experience, technology, and culture. Given these themes, we then propose that future research should consider the context and goals of collaboration and the nature of individual differences among and within groups. 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Many people in diff erent times and places have individually and collectively puzzled or agonized-in a range of intellectual, spiritual, and practical contexts-over the relations between various aspects of their nature which can operate in harmony or in tension. In English and other European languages, terms like psychological and physical have come to label what are sometimes seen as two realms or two sets of features and processes-the ingredients for that "mind-body problem." Yet both body and mind have complex and uncertain semantics that exceed the simple binary encapsulated within the parameters of this conceptual "problem." There is dramatic historical change and cross-cultural variation in the usage and meaning of mind, psychology, and body, of apparently central related general terms such as cognition and consciousness, and of many more specifi c "psychological" terms such as emotion and memory. 1 By adopting the less familiar conjoined phrase body-mind in this volume, we seek therefore to defamiliarize our topics and to embrace the cultural, historical, and indeed scientifi c diversity of views, practices, and problems about thinking and the passions, imagining and dreaming, planning and communicating-about touch and vision and pain and fury. The essays we include cover an extraordinary array of "body-mind" topics, which cannot be reduced to singular terms. But even the label body-mind, of course, bears traces of the two connected dichotomous assumptions that our contributors seek to combat: the ideas that mind and body each name a unifi ed set of phenomena held together by unique properties, and that there is thus a single problem about how they relate or connect. As a number of these essays suggest, we are so culturally marked by these historically specifi c assumptions that it is diffi cult to bracket them in addressing other ways of feeling, reasoning, remembering, or grieving embedded in quite diff erent lived worlds.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="908d7c94b49249b52588becb9dd9e325" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":33200920,"asset_id":6387648,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/33200920/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6387648"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6387648"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6387648; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6387648]").text(description); $(".js-view-count[data-work-id=6387648]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6387648; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6387648']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "908d7c94b49249b52588becb9dd9e325" } } $('.js-work-strip[data-work-id=6387648]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6387648,"title":"Re-cognising the body-mind in Shakespeare's theatre [Johnson, Sutton, \u0026 Tribble]","translated_title":"","metadata":{"more_info":"Laurie Johnson, John Sutton, \u0026 Evelyn B. 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The essays we include cover an extraordinary array of \"body-mind\" topics, which cannot be reduced to singular terms. But even the label body-mind, of course, bears traces of the two connected dichotomous assumptions that our contributors seek to combat: the ideas that mind and body each name a unifi ed set of phenomena held together by unique properties, and that there is thus a single problem about how they relate or connect. 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We have no...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This volume gathers together a number of new studies of Descartes' natural philosophy. We have not concerned ourselves with the textbook image of Descartes in philosophy or the history of ideas, as father of modern philosophy, or as the inventor of modern epistemology, mind/body dualism, or advocate of a universal method. Rather, we focus on Descartes in the context of his times as a pioneer of the mechanical philosophy and leading practitioner of mathematics and a number of the then existing specialised traditions of scientific endeavour, such as mechanics, optics, anatomy, and physiology (including psycho-physiology). We view Descartes, moreover, as a natural philosopher whose aims and agendas were not independent of the social and intellectual contexts within which he was working; and as someone who, over time, not only achieved numerous remarkable successes, but who also endured several deflections of aim, tactical retreats and outright failures.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2ac81950dad747990e62aab7c548d406" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827601,"asset_id":5816381,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827601/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5816381"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5816381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5816381; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5816381]").text(description); $(".js-view-count[data-work-id=5816381]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5816381; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5816381']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2ac81950dad747990e62aab7c548d406" } } $('.js-work-strip[data-work-id=5816381]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5816381,"title":"Descartes' Natural Philosophy: introduction [Gaukroger, Schuster, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"This volume gathers together a number of new studies of Descartes' natural philosophy. 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This paper explains the motivation for an alliance between the sciences of memory and the extended mind hypothesis. 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It examines in turn the role of worldly, social, and internalized forms of scaffolding to memory and cognition, and also highlights themes relating to affect, agency, and individual differences.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":32804121,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32804121/thumbnails/1.jpg","file_name":"2006_Sutton_Phil_Psych_Embodied_Extended.pdf","download_url":"https://www.academia.edu/attachments/32804121/download_file","bulk_download_file_name":"Introduction_memory_embodied_cognition_a.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32804121/2006_Sutton_Phil_Psych_Embodied_Extended-libre.pdf?1391203318=\u0026response-content-disposition=attachment%3B+filename%3DIntroduction_memory_embodied_cognition_a.pdf\u0026Expires=1744238900\u0026Signature=Un8cU2Ht4iBursLArViUcCKQFyltmCPtj4AKY6NynokevMuMWB~gIFRPBRLIZUDIsLR8EFFCNbeeebB2lJ738agq0VW6VYt1BBP53SFTa4vXgtRhlo35QLwb2DbtNqUxNS0vnyIJ97qDpwf-zNBKYeO-L9qkMVIuEEZhAFmG6KAOMdMayXfjC8-PIpx3~a5nzBXWw2CkXL3~BfCnjNcbEXkzxEwjWYgNQHkjPIcLpO9OjEkJJeL6I3xzJwKIJFagnMx6kXqjH0lhowg4yY-BN9QQ7OsU-APaOIU~OlOoY~WHT73iRmk3f3L35uw5gqeIod89g7ZB2bqvCiNDuesSvg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"},{"id":4004,"name":"Contextualism","url":"https://www.academia.edu/Documents/in/Contextualism"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition"},{"id":5044,"name":"Embodiment","url":"https://www.academia.edu/Documents/in/Embodiment"},{"id":5425,"name":"Embodied Mind and Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Mind_and_Cognition"},{"id":10498,"name":"Extended Mind","url":"https://www.academia.edu/Documents/in/Extended_Mind"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":11453,"name":"Philosophy of Memory","url":"https://www.academia.edu/Documents/in/Philosophy_of_Memory"},{"id":29866,"name":"Autobiographical Memory","url":"https://www.academia.edu/Documents/in/Autobiographical_Memory"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":82371,"name":"Extended Cognition","url":"https://www.academia.edu/Documents/in/Extended_Cognition"},{"id":332778,"name":"Andy Clark","url":"https://www.academia.edu/Documents/in/Andy_Clark"},{"id":362853,"name":"Embodied and Enactive Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Enactive_Cognition"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5783097-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5783110"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5783110/Memory_and_the_Extended_Mind_embodiment_cognition_and_culture"><img alt="Research paper thumbnail of Memory and the Extended Mind: embodiment, cognition, and culture" class="work-thumbnail" src="https://attachments.academia-assets.com/32804144/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5783110/Memory_and_the_Extended_Mind_embodiment_cognition_and_culture">Memory and the Extended Mind: embodiment, cognition, and culture</a></div><div class="wp-workCard_item"><span>Cognitive Processing</span><span>, 2005</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="95d28ac00a39e2afbd62b9a0673e8a1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32804144,"asset_id":5783110,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32804144/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5783110"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5783110"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5783110; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5783110-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1084147" id="commentariesandresponses"><div class="js-work-strip profile--work_container" data-work-id="42917054"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42917054/Sociocultural_memory_development_research_drives_new_directions_in_gadgetry_science_van_Bergen_and_Sutton_0"><img alt="Research paper thumbnail of Sociocultural memory development research drives new directions in gadgetry science (van Bergen & Sutton)0" class="work-thumbnail" src="https://attachments.academia-assets.com/63167411/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42917054/Sociocultural_memory_development_research_drives_new_directions_in_gadgetry_science_van_Bergen_and_Sutton_0">Sociocultural memory development research drives new directions in gadgetry science (van Bergen & Sutton)0</a></div><div class="wp-workCard_item"><span>Behavioral & Brain Sciences </span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Sociocultural developmental psychology can drive new directions in gadgetry science. We use autob...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-42917054-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-42917054-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/45163664/figure-1-relations-between-evolutionary-psychology-cultural"><img alt="Figure 1. Relations between evolutionary psychology, cultural evolutionary theory, and cultural evolutionary psychology. " class="figure-slide-image" src="https://figures.academia-assets.com/63167411/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/45163668/figure-2-relations-between-purely-historical-populational"><img alt="Figure 2. Relations between purely historical, populational, and selectionist concep tions of cultural evolution. " class="figure-slide-image" src="https://figures.academia-assets.com/63167411/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/45163671/figure-3-the-received-view-of-relations-between-individual"><img alt="Figure 3. The received view of relations between individual learning, social learning and cultural learning. " class="figure-slide-image" src="https://figures.academia-assets.com/63167411/figure_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/45163675/figure-4-sociocultural-memory-development-research-drives"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/63167411/figure_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/45163678/figure-5-an-example-of-imitation"><img alt="Figure 5. An example of imitation. " class="figure-slide-image" src="https://figures.academia-assets.com/63167411/figure_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/45163680/figure-6-matching-vertical-associations-are-acquired-through"><img alt="Figure 6. Matching vertical associations are acquired through sensorimotor learning. In the simplest case, self-observation (A), activation of a motor representation contributes to performance of an action (e.g., grasping; dotted arrow), and observation of the performed action produces correlated activation of a corresponding visual representation (dashed arrow). Correlated activation strengthens the excitatory link between the sensory and motor representations, establishing a matching vertical association (solid vertical line). Synchronous activities (B), being imitated by others (C), and optical mirrors (D) provide correlated sensorimotor experience for perceptually opaque actions, such as facial gestures and whole-body movements. " class="figure-slide-image" src="https://figures.academia-assets.com/63167411/figure_006.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/45163683/figure-7-the-final-chapter-of-cognitive-gadgets-returns-to"><img alt="The final chapter of Cognitive Gadgets returns to some of the evo- lutionary questions in chapter 2, now with concrete examples " class="figure-slide-image" src="https://figures.academia-assets.com/63167411/figure_007.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-42917054-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d7bacf5944fa493dc51ce3db2d068d1f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63167411,"asset_id":42917054,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63167411/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42917054"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42917054"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42917054; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42917054]").text(description); $(".js-view-count[data-work-id=42917054]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42917054; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42917054']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d7bacf5944fa493dc51ce3db2d068d1f" } } $('.js-work-strip[data-work-id=42917054]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42917054,"title":"Sociocultural memory development research drives new directions in gadgetry science (van Bergen \u0026 Sutton)0","translated_title":"","metadata":{"abstract":"Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.","more_info":"Penny van Bergen and John Sutton. 2019. Sociocultural memory development research drives new directions in gadgetry science. Commentary on Cecilia Heyes, ‘Précis of Cognitive Gadgets: the cultural evolution of thinking’, Behavioral \u0026 Brain Sciences 42, 39-40. ","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Behavioral \u0026 Brain Sciences "},"translated_abstract":"Sociocultural developmental psychology can drive new directions in gadgetry science. 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[Hewitson, Kaplan, Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/56298740/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36388530/Yesterday_the_Earwig_Today_Man_Tomorrow_the_Earwig_Hewitson_Kaplan_Sutton_">Yesterday the Earwig, Today Man, Tomorrow the Earwig? [Hewitson, Kaplan, Sutton]</a></div><div class="wp-workCard_item"><span>Comparative Cognition & Behavior Reviews</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this commentary on Cheng ('Cognition Beyond Representation: Varieties of Situated Cognition in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this commentary on Cheng ('Cognition Beyond Representation:<br />Varieties of Situated Cognition in Animals', 2018), we highlight some relevant history of the situated cognition movement and then identify several issues with which we think further progress can be made. In particular, we address and clarify the relationship between situated cognition and antirepresentational approaches. We then highlight the heterogeneous nature of the concept of morphological computation by describing a less common way the term is used in robotics. Finally, we discuss some residual concerns about the mutual manipulability criterion and propose a potential solution.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5cc554f2b98cbb657f2df24edeaf1bb5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56298740,"asset_id":36388530,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56298740/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36388530"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36388530"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36388530; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36388530]").text(description); $(".js-view-count[data-work-id=36388530]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36388530; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36388530']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5cc554f2b98cbb657f2df24edeaf1bb5" } } $('.js-work-strip[data-work-id=36388530]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36388530,"title":"Yesterday the Earwig, Today Man, Tomorrow the Earwig? 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","page_numbers":"25-30","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Comparative Cognition \u0026 Behavior Reviews"},"translated_abstract":"In this commentary on Cheng ('Cognition Beyond Representation:\nVarieties of Situated Cognition in Animals', 2018), we highlight some relevant history of the situated cognition movement and then identify several issues with which we think further progress can be made. In particular, we address and clarify the relationship between situated cognition and antirepresentational approaches. We then highlight the heterogeneous nature of the concept of morphological computation by describing a less common way the term is used in robotics. Finally, we discuss some residual concerns about the mutual manipulability criterion and propose a potential solution. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-36388530-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="11692099"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11692099/Comment_on_Mette_L%C3%B8vschal_Emerging_Boundaries_social_embedment_of_landscape_and_settlement_divisions_in_northwestern_Europe_during_the_first_millennium_BC_"><img alt="Research paper thumbnail of Comment on Mette Løvschal, ‘Emerging Boundaries: social embedment of landscape and settlement divisions in northwestern Europe during the first millennium BC’" class="work-thumbnail" src="https://attachments.academia-assets.com/37138059/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11692099/Comment_on_Mette_L%C3%B8vschal_Emerging_Boundaries_social_embedment_of_landscape_and_settlement_divisions_in_northwestern_Europe_during_the_first_millennium_BC_">Comment on Mette Løvschal, ‘Emerging Boundaries: social embedment of landscape and settlement divisions in northwestern Europe during the first millennium BC’</a></div><div class="wp-workCard_item"><span>Current Anthropology</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Comment on Mette Lovschal, Current Anthropology 55 (6), 2014, 725-750, at pp.744-5.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-11692099-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-11692099-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/39844477/figure-1-comment-on-mette-lvschal-emerging-boundaries-social"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/37138059/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/39844479/figure-1-the-emergence-of-different-forms-of-linear-spatial"><img alt="Figure 1. The emergence of different forms of linear, spatial segmentation at Sidbury Hill, Wessex (left) and in Grontoft, western Jutland (right). Sidbury Hill: (1) barrows, (2) landscape parcelings (Celtic fields), (3) linear earthworks, (4) enclosed settlement (illustration by the author after McOmish, Field, and Brown 2002, fig. 3.6); Grontoft: (1) barrows and hillock graves (tuegrave), (2) landscape parcelings (Celtic fields), (3) pit-zone demarcation, (4) fenced settlement (author’s elaboration of an excavation plan kindly provided by P. O. Rindel, University of Copenhagen). " class="figure-slide-image" src="https://figures.academia-assets.com/37138059/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/39844494/figure-2-locations-of-the-three-study-areas-illustration-by"><img alt="Figure 2. Locations of the three study areas (illustration by the author). Barrow lines several kilometers in length are particularly evi- dent in southern and western Jutland, but shorter barrow alignments have also been located in both the south-central Netherlands and Wessex (Bourgeois 2013; McOmish, Field, and Brown 2002). Since these punctuated lines normally fol- low ridges and coincide with topographies suited to frequent traffic—for example, running along the watershed and via historical fords—they have typically been considered as mon- umentalizations of ancient roads (Fleming 1971:162; Johan- sen, Laursen, and Holst 2004; Miiller 1904:5). They often had a long-term genesis extending over several centuries or mil- lennia, being combined with clusters of barrows and less pro- nounced linear distributions. Consequently, they functioned as collective, directive axes along which people traveled, and they would have been used as lines of reference in successive reorganizations of the landscape (Lovschal 2013). Further- more, their position in close proximity to potential grassland and pasture suggests that they constituted markers of tran- sition zones (Fleming 1971; Holst and Rasmussen 2013:100). Other kinds of symbolic linear markers, sometimes closely associated with barrow lines, include stone rows, avenues, and post alignments—for example, in Oss-Zevenbergen (MDS) (Fokkens, Jansen and van Wijk 2009)—and cooking-pit align- ments—for example, at Rammedige (WJ) (Kristensen 2008; also see Staéuble 2002). In Wessex, landscape markers also include ring-ditch monuments and pit alignments that often formed the starting point for successive constructions of other linear features in the landscape (McOmish, Field, and Brown 2002). Settlements sometimes occurred straddling these lines, suggesting that whatever functions the lines may have had, these probably did not include the separation of different communities. It seems more likely that people would have been able to move on both sides of and across these lines without encountering any significant problems. Consequently, they did not necessarily constitute the boundary of something. However, they could potentially mark certain transition zones, the distance from A to B along their longitudinal axis acting " class="figure-slide-image" src="https://figures.academia-assets.com/37138059/figure_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/39844507/figure-3-examples-of-articulated-landscape-parceling-celtic"><img alt="Figure 3. Examples of articulated landscape parceling (Celtic field systems) in Wessex and western Jutland with barrows in- tegrated into the field plots. Top: western corner of Orcheston Down, Wessex (after McOmish, Field, and Brown 2002, fig. 1.17). Bottom: Lydum Hede, western Jutland (after Hatt 1949, fig. 89). " class="figure-slide-image" src="https://figures.academia-assets.com/37138059/figure_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/39844511/figure-4-top-the-changing-layout-of-banks-and-farms-at"><img alt="Figure 4. Top: the changing layout of banks and farms at Grontoft Hede, western Jutland, ca. 500 BC (Becker 1971, fig. 21). Bottom: parcel-like fence lines at Zijderveld, the Meuse- Demer-Scheldt area, ca. 1500 BC (after Arnoldussen and Fokkens 2008, fig. 2.6). " class="figure-slide-image" src="https://figures.academia-assets.com/37138059/figure_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/39844520/figure-5-the-common-fenced-iron-age-village-of-hodde-western"><img alt="Figure 5. (A) The common-fenced Iron Age village of Hodde, western Jutland, Denmark, ca. 150-0 BC (Hvass 1985, pl. 92). (B) The ditched settlement enclosure of Overton Down, site X/XI, Wessex, ca. 800-600 BC (after Pollard and Reynolds 2002, fig. 58). (C) The double ditch at Oss-Horzak, the Dutch river area, ca. 250-12 BC (after Jansen and van As 2012, fig. 6). " class="figure-slide-image" src="https://figures.academia-assets.com/37138059/figure_006.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/39844528/figure-6-extended-aggregate-enclosures-with-independent"><img alt="Figure 6. Extended, aggregate enclosures with independent demarcations of the farmsteads. (A) Sonder Messevej, western Jutland. (B) Orskovvej, western Jutland (illustration by the author, redrawn from plans kindly provided by Museum Midtjylland). " class="figure-slide-image" src="https://figures.academia-assets.com/37138059/figure_007.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/39844543/figure-7-the-enclosed-farmsteads-at-agerhoj-western-jutland"><img alt="Figure 7. The enclosed farmsteads at Agerhoj, western Jutland (ca. 500-150 BC) (illustration by the author, redrawn from plans kindly lent by Ringkobing-Skjern Museum). " class="figure-slide-image" src="https://figures.academia-assets.com/37138059/figure_008.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/39844559/figure-8-the-highly-generalized-chronological-sequence-of"><img alt="Figure 8. The highly generalized chronological sequence of the emergence of linear, constructed boundaries within the three stud} areas (illustration by the author). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-11692099-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="11692118"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11692118/The_Collaborative_Emergence_of_Group_Cognition_Theiner_and_Sutton_commentary_on_Smaldino_"><img alt="Research paper thumbnail of The Collaborative Emergence of Group Cognition [Theiner & Sutton, commentary on Smaldino]" class="work-thumbnail" src="https://attachments.academia-assets.com/37138078/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11692118/The_Collaborative_Emergence_of_Group_Cognition_Theiner_and_Sutton_commentary_on_Smaldino_">The Collaborative Emergence of Group Cognition [Theiner & Sutton, commentary on Smaldino]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://villanova.academia.edu/GeorgTheiner">Georg Theiner</a></span></div><div class="wp-workCard_item"><span>Behavioral and Brain Sciences</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We extend Smaldino’s approach to collaboration and social organization in cultural evolution to ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We extend Smaldino’s approach to collaboration and social <br />organization in cultural evolution to include cognition. By showing how recent work on emergent group-level cognition can be incorporated within Smaldino’s framework, we extend that framework’s scope to encompass collaborative memory, decision making, and intelligent action. We argue that beneficial effects arise only in certain forms of cognitive interdependence, in surprisingly fragile conditions.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-11692118-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-11692118-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19536138/figure-1-richard-sosis-and-jordan-kiper-shuai-gong-mutual"><img alt="Richard Sosis and Jordan Kiper Figure 1 (Shuai & Gong). Mutual understandability (ZU) under Various Social Popularities in a 50-individual Population (a) and Populations Having Other Sizes (b). Each line denotes the average MU (over 20 simulations) under a social popularity with a particular 2. Error bars denote standard errors (because of size, error bars in (b) are omitted). It is shown that when 4 = 1.0, the dynamics of language origin (indicated by MU) is not only similar across different population sizes, but also optimal compared to those under other / values. " class="figure-slide-image" src="https://figures.academia-assets.com/37138078/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19536145/figure-2-shuai-gong-mutual-understandability-mu-vs-local"><img alt="Figure 2 (Shuai & Gong). Mutual understandability (MU) vs. Local-view Size (when local-view size = 50, each individual can view all members in the group). Each simulation has 50 individuals and 500 communications, and the adjustment on link weight is 0.01. The results are averaged over 20 simulations. Error bars denote standard errors. " class="figure-slide-image" src="https://figures.academia-assets.com/37138078/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19536156/table-1-caporael-garvey-repeatedly-assembled-core"><img alt="Table 1 (Caporael & Garvey). Repeatedly Assembled Core Configurations The names of core configurations refer to distinctive kinds of situated activity. The term “bands” is used to refer to (idealized) hunter-gatherers: otherwise, “deme” refers to the model. Except for dyads, the group size numbers should be considered as basins of attraction. Reprinted and modified from Caporael (2014). " class="figure-slide-image" src="https://figures.academia-assets.com/37138078/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19536164/table-1-mccain-smithmill-game"><img alt="Table 1 (McCain). A Smith—Mill Game " class="figure-slide-image" src="https://figures.academia-assets.com/37138078/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19536171/table-3-the-collaborative-emergence-of-group-cognition"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/37138078/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19536178/table-4-the-collaborative-emergence-of-group-cognition"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/37138078/table_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/19536185/table-5-the-collaborative-emergence-of-group-cognition"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/37138078/table_005.jpg" width="114" height="68" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-11692118-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="32ec97ac0394feea35d97c44f7fb474d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37138078,"asset_id":11692118,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37138078/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11692118"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11692118"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11692118; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11692118]").text(description); $(".js-view-count[data-work-id=11692118]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11692118; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11692118']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "32ec97ac0394feea35d97c44f7fb474d" } } $('.js-work-strip[data-work-id=11692118]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11692118,"title":"The Collaborative Emergence of Group Cognition [Theiner \u0026 Sutton, commentary on Smaldino]","translated_title":"","metadata":{"abstract":"We extend Smaldino’s approach to collaboration and social\r\norganization in cultural evolution to include cognition. By showing how recent work on emergent group-level cognition can be incorporated within Smaldino’s framework, we extend that framework’s scope to encompass collaborative memory, decision making, and intelligent action. We argue that beneficial effects arise only in certain forms of cognitive interdependence, in surprisingly fragile conditions.","more_info":"Georg Theiner \u0026 John Sutton, 'The Collaborative Emergence of Group Cognition', commentary on Smaldino, 'The Cultural Evolution of Emergent Group-Level Traits', Behavioral and Brain Sciences. 37 (3), 2014, 277-278.","ai_title_tag":"Extending Smaldino's Framework to Group Cognition","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"Behavioral and Brain Sciences"},"translated_abstract":"We extend Smaldino’s approach to collaboration and social\r\norganization in cultural evolution to include cognition. 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Topi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Sutton's response to three reviews, by Catherine Wilson, Theo Meyering, and Michael Mascuch. Topics include historical cognitive science; the historical link between animal spirits and neural nets; conceptual change; control and time in memory; and Descartes the neurophilosopher.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="484f76696994fbeb22ea169adcf79789" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827592,"asset_id":5816319,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827592/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5816319"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5816319"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5816319; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5816319]").text(description); $(".js-view-count[data-work-id=5816319]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5816319; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5816319']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "484f76696994fbeb22ea169adcf79789" } } $('.js-work-strip[data-work-id=5816319]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5816319,"title":"Author's response: how to connect with the past (symposium on 'Philosophy and Memory Traces')","translated_title":"","metadata":{"abstract":"Sutton's response to three reviews, by Catherine Wilson, Theo Meyering, and Michael Mascuch. 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We begin this brief response to David Hawkes by clarifying the nature of our collaborative res...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">1. We begin this brief response to David Hawkes by clarifying the nature of our collaborative research and the disciplines in which we work. Sutton is not a 'natural scientist', as Hawkes strangely claims. His first degree was in Classics, his PhD in Philosophy. Though he now works in an interdisciplinary Cognitive Science centre, he continues to study memory, mind, self, and skilled movement as topics in their own right, as a philosopher of mind or a cognitive philosopher. In any case, the cognitive sciences and psychology study the activities and phenomena of human emotion, decision-making, remembering and the like: they are not brain science. If on specific topics Sutton, like his colleagues, may seek integrative connections and links with the neurosciences, as a cognitive philosopher he does so also with the humanities and the social sciences, with anthropology, linguistics, social theory, history, art, and literature. Our ongoing collaboration in developing a form of 'cognitive history', alongside a number of our colleagues, operates within this pluralistic setting: it's not a 'natural scientist' working with 'a humanist', but specifically a cognitive philosopher and an historian of literature, culture, and theatre, fusing what skills we've got in trying to understand particular, historically contingent cognitive ecologies, driven by topic rather than tradition, domain rather than discipline.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="eee25bbb6aefd0111c7f7e6d3d8f62e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827462,"asset_id":5816147,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827462/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5816147"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5816147"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5816147; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5816147]").text(description); $(".js-view-count[data-work-id=5816147]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5816147; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5816147']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "eee25bbb6aefd0111c7f7e6d3d8f62e0" } } $('.js-work-strip[data-work-id=5816147]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5816147,"title":"Traffickers in Transformation (reply to Hawkes) [Sutton \u0026 Tribble]","translated_title":"","metadata":{"more_info":"John Sutton \u0026 Evelyn B. 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I deny the utility of their distinction between biological and cognitive neuroscience, suggesting that they construe biological neuroscience too rigidly and cognitive neuroscience too liberally. Then I reject their characterization of reductionism: reductions need not go down past neurobiology straight to physics, and cases of partial, local reduction are not neatly distinguishable from cases of mere implementation. Modifying the argument from unification-as-reduction, I defend a position weaker than the radical, but stronger than the trivial neuron doctrine.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c2565704438f7e29e24d787969c66f8c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827441,"asset_id":5816120,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827441/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5816120"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5816120"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5816120; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5816120]").text(description); $(".js-view-count[data-work-id=5816120]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5816120; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5816120']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c2565704438f7e29e24d787969c66f8c" } } $('.js-work-strip[data-work-id=5816120]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5816120,"title":"The Churchlands' Neuron Doctrine: both cognitive and reductionist","translated_title":"","metadata":{"abstract":"According to Gold and Stoljar, one cannot both consistently be reductionist about psychoneural relations and invoke concepts developed in the psychological sciences. I deny the utility of their distinction between biological and cognitive neuroscience, suggesting that they construe biological neuroscience too rigidly and cognitive neuroscience too liberally. Then I reject their characterization of reductionism: reductions need not go down past neurobiology straight to physics, and cases of partial, local reduction are not neatly distinguishable from cases of mere implementation. Modifying the argument from unification-as-reduction, I defend a position weaker than the radical, but stronger than the trivial neuron doctrine. ","more_info":"Commentary on Gold \u0026 Stoljar, 'A Neuron Doctrine in the Philosophy of Neuroscience'","publication_date":{"day":null,"month":null,"year":1999,"errors":{}},"publication_name":"Behavioral and Brain Sciences, 22, 1999, 850-851"},"translated_abstract":"According to Gold and Stoljar, one cannot both consistently be reductionist about psychoneural relations and invoke concepts developed in the psychological sciences. I deny the utility of their distinction between biological and cognitive neuroscience, suggesting that they construe biological neuroscience too rigidly and cognitive neuroscience too liberally. Then I reject their characterization of reductionism: reductions need not go down past neurobiology straight to physics, and cases of partial, local reduction are not neatly distinguishable from cases of mere implementation. Modifying the argument from unification-as-reduction, I defend a position weaker than the radical, but stronger than the trivial neuron doctrine. ","internal_url":"https://www.academia.edu/5816120/The_Churchlands_Neuron_Doctrine_both_cognitive_and_reductionist","translated_internal_url":"","created_at":"2014-01-23T10:28:05.480-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":32827441,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32827441/thumbnails/1.jpg","file_name":"1999_Sutton_BBS_Gold_Stoljar.pdf","download_url":"https://www.academia.edu/attachments/32827441/download_file","bulk_download_file_name":"The_Churchlands_Neuron_Doctrine_both_cog.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32827441/1999_Sutton_BBS_Gold_Stoljar-libre.pdf?1390501828=\u0026response-content-disposition=attachment%3B+filename%3DThe_Churchlands_Neuron_Doctrine_both_cog.pdf\u0026Expires=1744238901\u0026Signature=A6pbHjc2HJWgXx8flphtRioHUEqsni17mbdn3-5eM6~BNu7vB1BdKZ73K8wRutmy2XdRkHdN4x6uZDPiL52Tu5TU79use1xD6~8oi-THf5jjb55a-KJKJMKVOVQH7tfoGykjwS01byTzloYUb37N40GCh4I9zZ64gTS6IRFK9yXzYLX7KWtdrqLMJM~ZZv10OVAezGTn3r4-d324gOsv0GWJbkCDSesVXOJDcNrplGfG4czU-ok7N~hOYUPIDg4-AUxRwLN9wDCCPR3Dn7qb7aJWUhT1OfrBcQNaxeQXwimvXQR51~vJtPs5-viLb5Ws~HJUMiKVMLYChIgZcev7Mg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Churchlands_Neuron_Doctrine_both_cognitive_and_reductionist","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"According to Gold and Stoljar, one cannot both consistently be reductionist about psychoneural relations and invoke concepts developed in the psychological sciences. I deny the utility of their distinction between biological and cognitive neuroscience, suggesting that they construe biological neuroscience too rigidly and cognitive neuroscience too liberally. Then I reject their characterization of reductionism: reductions need not go down past neurobiology straight to physics, and cases of partial, local reduction are not neatly distinguishable from cases of mere implementation. Modifying the argument from unification-as-reduction, I defend a position weaker than the radical, but stronger than the trivial neuron doctrine. ","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":32827441,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32827441/thumbnails/1.jpg","file_name":"1999_Sutton_BBS_Gold_Stoljar.pdf","download_url":"https://www.academia.edu/attachments/32827441/download_file","bulk_download_file_name":"The_Churchlands_Neuron_Doctrine_both_cog.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32827441/1999_Sutton_BBS_Gold_Stoljar-libre.pdf?1390501828=\u0026response-content-disposition=attachment%3B+filename%3DThe_Churchlands_Neuron_Doctrine_both_cog.pdf\u0026Expires=1744238901\u0026Signature=A6pbHjc2HJWgXx8flphtRioHUEqsni17mbdn3-5eM6~BNu7vB1BdKZ73K8wRutmy2XdRkHdN4x6uZDPiL52Tu5TU79use1xD6~8oi-THf5jjb55a-KJKJMKVOVQH7tfoGykjwS01byTzloYUb37N40GCh4I9zZ64gTS6IRFK9yXzYLX7KWtdrqLMJM~ZZv10OVAezGTn3r4-d324gOsv0GWJbkCDSesVXOJDcNrplGfG4czU-ok7N~hOYUPIDg4-AUxRwLN9wDCCPR3Dn7qb7aJWUhT1OfrBcQNaxeQXwimvXQR51~vJtPs5-viLb5Ws~HJUMiKVMLYChIgZcev7Mg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind"},{"id":821,"name":"Philosophy of Science","url":"https://www.academia.edu/Documents/in/Philosophy_of_Science"},{"id":15180,"name":"Philosophy of Cognitive Science","url":"https://www.academia.edu/Documents/in/Philosophy_of_Cognitive_Science"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience"},{"id":32938,"name":"Pluralism","url":"https://www.academia.edu/Documents/in/Pluralism"},{"id":34962,"name":"Reductionism","url":"https://www.academia.edu/Documents/in/Reductionism"},{"id":42413,"name":"Eliminativism","url":"https://www.academia.edu/Documents/in/Eliminativism"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning"},{"id":68078,"name":"Eliminative materialism","url":"https://www.academia.edu/Documents/in/Eliminative_materialism"},{"id":158049,"name":"Paul Churchland","url":"https://www.academia.edu/Documents/in/Paul_Churchland"},{"id":324724,"name":"Patricia Churchland","url":"https://www.academia.edu/Documents/in/Patricia_Churchland"},{"id":514840,"name":"Neurocomputation","url":"https://www.academia.edu/Documents/in/Neurocomputation"},{"id":1036343,"name":"Intertheoretic Reduction","url":"https://www.academia.edu/Documents/in/Intertheoretic_Reduction"}],"urls":[{"id":2289571,"url":"http://www.stanford.edu/~paulsko/papers/GSND.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5816120-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="2750935"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/2750935/Adaptive_misbeliefs_and_false_memories"><img alt="Research paper thumbnail of Adaptive misbeliefs and false memories" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/2750935/Adaptive_misbeliefs_and_false_memories">Adaptive misbeliefs and false memories</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract: McKay & Dennett (M&D) suggest that some positive illusions are adaptive. But there is a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract: McKay & Dennett (M&D) suggest that some positive illusions are adaptive. But there is a bidirectional link between memory and positive illusions: Biased autobiographical memories filter incoming information, and self-enhancing information is preferentially attended and used to update memory. Extending M&D's approach, I ask if certain false memories might be adaptive, defending a broad view of the psychosocial functions of remembering.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b354c5ea72e9da36bf1f2c1699bec07" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":30723213,"asset_id":2750935,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/30723213/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="2750935"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="2750935"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2750935; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2750935]").text(description); $(".js-view-count[data-work-id=2750935]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2750935; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='2750935']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b354c5ea72e9da36bf1f2c1699bec07" } } $('.js-work-strip[data-work-id=2750935]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":2750935,"title":"Adaptive misbeliefs and false memories","translated_title":"","metadata":{"abstract":"Abstract: McKay \u0026 Dennett (M\u0026D) suggest that some positive illusions are adaptive. But there is a bidirectional link between memory and positive illusions: Biased autobiographical memories filter incoming information, and self-enhancing information is preferentially attended and used to update memory. Extending M\u0026D's approach, I ask if certain false memories might be adaptive, defending a broad view of the psychosocial functions of remembering.","journal_name":"Behavioral and Brain Sciences","publication_date":{"day":1,"month":12,"year":2009,"errors":{}}},"translated_abstract":"Abstract: McKay \u0026 Dennett (M\u0026D) suggest that some positive illusions are adaptive. But there is a bidirectional link between memory and positive illusions: Biased autobiographical memories filter incoming information, and self-enhancing information is preferentially attended and used to update memory. Extending M\u0026D's approach, I ask if certain false memories might be adaptive, defending a broad view of the psychosocial functions of remembering.","internal_url":"https://www.academia.edu/2750935/Adaptive_misbeliefs_and_false_memories","translated_internal_url":"","created_at":"2013-02-27T11:59:33.955-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":30723213,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://a.academia-assets.com/images/blank-paper.jpg","file_name":"Sutton_2009_Adaptive_Misbelief_False_Memories.pdf","download_url":"https://www.academia.edu/attachments/30723213/download_file","bulk_download_file_name":"Adaptive_misbeliefs_and_false_memories.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30723213/Sutton_2009_Adaptive_Misbelief_False_Memories-libre.pdf?1392079918=\u0026response-content-disposition=attachment%3B+filename%3DAdaptive_misbeliefs_and_false_memories.pdf\u0026Expires=1744238901\u0026Signature=fNcvnUAJw1HADA7zm2BKXabO-BNDa5L5biCjES53q6F1ueZrZJVCETFIytPoUgVc~tAL4qMVQLkI3V7sgZrOnI~e~plhRumlQZCqepBoiXlSHbKKby2g15QddfsCxs6DXL42qaaohcraa2FMUoiSqzJ1egArXM4UBRV3JUIEV8jdIg~d51pz3RkXJitQ6Cu~s875fkGPAGpThv8nc5UjPNVx~xH3Yxw-0PH~3k6hMj1DF7ej08Fzs518g6RlXbmrcTDtwzDesDEVU9Atqxg~susTWY5scf4vywRyT6csEKXGUwO2-FljiCpllg899z3YCiBoNl1lFScjPF0iQAGSHg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Adaptive_misbeliefs_and_false_memories","translated_slug":"","page_count":2,"language":"en","content_type":"Work","summary":"Abstract: McKay \u0026 Dennett (M\u0026D) suggest that some positive illusions are adaptive. But there is a bidirectional link between memory and positive illusions: Biased autobiographical memories filter incoming information, and self-enhancing information is preferentially attended and used to update memory. Extending M\u0026D's approach, I ask if certain false memories might be adaptive, defending a broad view of the psychosocial functions of remembering.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":30723213,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://a.academia-assets.com/images/blank-paper.jpg","file_name":"Sutton_2009_Adaptive_Misbelief_False_Memories.pdf","download_url":"https://www.academia.edu/attachments/30723213/download_file","bulk_download_file_name":"Adaptive_misbeliefs_and_false_memories.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/30723213/Sutton_2009_Adaptive_Misbelief_False_Memories-libre.pdf?1392079918=\u0026response-content-disposition=attachment%3B+filename%3DAdaptive_misbeliefs_and_false_memories.pdf\u0026Expires=1744238901\u0026Signature=fNcvnUAJw1HADA7zm2BKXabO-BNDa5L5biCjES53q6F1ueZrZJVCETFIytPoUgVc~tAL4qMVQLkI3V7sgZrOnI~e~plhRumlQZCqepBoiXlSHbKKby2g15QddfsCxs6DXL42qaaohcraa2FMUoiSqzJ1egArXM4UBRV3JUIEV8jdIg~d51pz3RkXJitQ6Cu~s875fkGPAGpThv8nc5UjPNVx~xH3Yxw-0PH~3k6hMj1DF7ej08Fzs518g6RlXbmrcTDtwzDesDEVU9Atqxg~susTWY5scf4vywRyT6csEKXGUwO2-FljiCpllg899z3YCiBoNl1lFScjPF0iQAGSHg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1595,"name":"Memory (Cognitive Psychology)","url":"https://www.academia.edu/Documents/in/Memory_Cognitive_Psychology_"}],"urls":[{"id":644291,"url":"http://www.johnsutton.net/Sutton_2009_Adaptive_Misbelief_False_Memories.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-2750935-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1092657" id="conferencepapers"><div class="js-work-strip profile--work_container" data-work-id="5659481"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5659481/Motor_experience_interacts_with_effector_information_during_action_prediction"><img alt="Research paper thumbnail of Motor experience interacts with effector information during action prediction" class="work-thumbnail" src="https://attachments.academia-assets.com/32716889/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5659481/Motor_experience_interacts_with_effector_information_during_action_prediction">Motor experience interacts with effector information during action prediction</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://cambridge.academia.edu/LincolnColling">Lincoln Colling</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recent theory suggests that action prediction relies of a motor emulation mechanism that works by...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recent theory suggests that action prediction relies of a motor emulation mechanism that works by mapping observed actions onto the observer action system so that predictions can be generated using that same predictive mechanisms that underlie action control. This suggests that action prediction may be more accurate when there is a more direct mapping between the stimulus and the observer. We tested this hypothesis by comparing prediction accuracy for two stimulus types. A mannequin stimulus which contained information about the effectors used to produce the action and a point stimulus, which contained identical dynamic information but no effector information. Prediction was more accurate for the mannequin stimulus. However, this effect was dependent on the observer having previous experience performing the observed action. This suggests that experienced and naïve observers might generate predictions in qualitatively difference ways, which may relate to the presence of an internal representation of the action laid down through action performance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e65ccdd9781228d1f9881da5edc89c6a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32716889,"asset_id":5659481,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32716889/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5659481"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5659481"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5659481; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5659481]").text(description); $(".js-view-count[data-work-id=5659481]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5659481; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5659481']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e65ccdd9781228d1f9881da5edc89c6a" } } $('.js-work-strip[data-work-id=5659481]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5659481,"title":"Motor experience interacts with effector information during action prediction","translated_title":"","metadata":{"grobid_abstract":"Recent theory suggests that action prediction relies of a motor emulation mechanism that works by mapping observed actions onto the observer action system so that predictions can be generated using that same predictive mechanisms that underlie action control. 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Heath, B. Hayes, A. Heathcote, & C. Hooker (Eds.), Dynamical Cognitive Science: Proceedings of the Fourth Australasian Cognitive Science Conference (1997). </span><span>, 1999</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A case study in historical cognitive science, this paper addresses two claims made by radical pro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A case study in historical cognitive science, this paper addresses two claims made by radical proponents of new dynamical approaches. It queries their historical narrative, which sees embodied, situated cognition as correcting an individualist, atemporal framework originating in Descartes. In fact, new Descartes scholarship shows that 17th-century animal spirits neurophysiology realized a recognizably distributed model of memory; explicit representations are patterns of spirit flow, and memory traces are changes left by experience in connections between brain pores. This historical sketch supports the second dynamicist claim, that connectionists' stress on the cognitive importance of pattern-recreation needs supplementing by dynamicists' real-time focus and attention to the active roles of body and environment. Animal spirits theory exhibits just the 'continuous reciprocal causation' between brain, body, and environment which Andy Clark sees as dynamicism's central contribution, and allows for the embedding of brains in culture as well as the physical world.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d6a3d0ada395a1c4af45231eea2092a0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827310,"asset_id":5815917,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827310/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5815917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5815917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5815917; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5815917]").text(description); $(".js-view-count[data-work-id=5815917]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5815917; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5815917']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d6a3d0ada395a1c4af45231eea2092a0" } } $('.js-work-strip[data-work-id=5815917]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5815917,"title":"Distributed Memory, Coupling, and History","translated_title":"","metadata":{"abstract":"A case study in historical cognitive science, this paper addresses two claims made by radical proponents of new dynamical approaches. 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Animal spirits theory exhibits just the 'continuous reciprocal causation' between brain, body, and environment which Andy Clark sees as dynamicism's central contribution, and allows for the embedding of brains in culture as well as the physical world.","internal_url":"https://www.academia.edu/5815917/Distributed_Memory_Coupling_and_History","translated_internal_url":"","created_at":"2014-01-23T09:55:56.375-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":176044,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":32827310,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32827310/thumbnails/1.jpg","file_name":"1999_Sutton_Distributed_Coupling_History.pdf","download_url":"https://www.academia.edu/attachments/32827310/download_file","bulk_download_file_name":"Distributed_Memory_Coupling_and_History.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32827310/1999_Sutton_Distributed_Coupling_History-libre.pdf?1390501832=\u0026response-content-disposition=attachment%3B+filename%3DDistributed_Memory_Coupling_and_History.pdf\u0026Expires=1744238901\u0026Signature=bFa49uNZbWuNhY5d747ltiQOvYQbndzstr2~XK7FNvI2Ka~YP6keT-BNcUkKdXacKCDcWQ4uKF4LMfiOfmtpZVia-xRwM-MO6NWIsPEaVTx9-8KsNvwxTxYsMhVhRwyIsUCp36zJDYmkEt1BC7-897fed12caykPeuAHyN~44WoiW-T4EV-r68OasTa67-nE0OCexez8TOl0tkgbWxCFInwgrUZlxwySUUCAkCt1qDxwaz2rDYvt7dW67bIlKRIXp9VuXT~zNOXzRK8UhN8j~g-CuqsIK-RJMFI67e8s1br0wys4B2EsWzTG4wkz9zuZ8rSlNr~f~2e~UFWgjMpx6Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Distributed_Memory_Coupling_and_History","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"A case study in historical cognitive science, this paper addresses two claims made by radical proponents of new dynamical approaches. 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Animal spirits theory exhibits just the 'continuous reciprocal causation' between brain, body, and environment which Andy Clark sees as dynamicism's central contribution, and allows for the embedding of brains in culture as well as the physical world.","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":32827310,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/32827310/thumbnails/1.jpg","file_name":"1999_Sutton_Distributed_Coupling_History.pdf","download_url":"https://www.academia.edu/attachments/32827310/download_file","bulk_download_file_name":"Distributed_Memory_Coupling_and_History.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/32827310/1999_Sutton_Distributed_Coupling_History-libre.pdf?1390501832=\u0026response-content-disposition=attachment%3B+filename%3DDistributed_Memory_Coupling_and_History.pdf\u0026Expires=1744238901\u0026Signature=bFa49uNZbWuNhY5d747ltiQOvYQbndzstr2~XK7FNvI2Ka~YP6keT-BNcUkKdXacKCDcWQ4uKF4LMfiOfmtpZVia-xRwM-MO6NWIsPEaVTx9-8KsNvwxTxYsMhVhRwyIsUCp36zJDYmkEt1BC7-897fed12caykPeuAHyN~44WoiW-T4EV-r68OasTa67-nE0OCexez8TOl0tkgbWxCFInwgrUZlxwySUUCAkCt1qDxwaz2rDYvt7dW67bIlKRIXp9VuXT~zNOXzRK8UhN8j~g-CuqsIK-RJMFI67e8s1br0wys4B2EsWzTG4wkz9zuZ8rSlNr~f~2e~UFWgjMpx6Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":911,"name":"17th Century \u0026 Early Modern Philosophy","url":"https://www.academia.edu/Documents/in/17th_Century_and_Early_Modern_Philosophy"},{"id":3723,"name":"History of Science","url":"https://www.academia.edu/Documents/in/History_of_Science"},{"id":3987,"name":"History and Memory","url":"https://www.academia.edu/Documents/in/History_and_Memory"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition"},{"id":4419,"name":"Situated Cognition","url":"https://www.academia.edu/Documents/in/Situated_Cognition"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition"},{"id":5423,"name":"Connectionism","url":"https://www.academia.edu/Documents/in/Connectionism"},{"id":5425,"name":"Embodied Mind and Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Mind_and_Cognition"},{"id":9506,"name":"History of Neuroscience","url":"https://www.academia.edu/Documents/in/History_of_Neuroscience"},{"id":10498,"name":"Extended Mind","url":"https://www.academia.edu/Documents/in/Extended_Mind"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":11484,"name":"Embodied Memory","url":"https://www.academia.edu/Documents/in/Embodied_Memory"},{"id":21608,"name":"Descartes, René","url":"https://www.academia.edu/Documents/in/Descartes_Ren%C3%A9"},{"id":23918,"name":"Culture and Cognition","url":"https://www.academia.edu/Documents/in/Culture_and_Cognition"},{"id":30545,"name":"Dynamical Systems Approach to Cognition","url":"https://www.academia.edu/Documents/in/Dynamical_Systems_Approach_to_Cognition"},{"id":31353,"name":"Descartes","url":"https://www.academia.edu/Documents/in/Descartes"},{"id":31989,"name":"Embodied and Distributed Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Distributed_Cognition"},{"id":39855,"name":"Malebranche","url":"https://www.academia.edu/Documents/in/Malebranche"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"},{"id":82371,"name":"Extended Cognition","url":"https://www.academia.edu/Documents/in/Extended_Cognition"},{"id":133276,"name":"History of Philosophy, Philosophy of Mind, Cognitive Psychology","url":"https://www.academia.edu/Documents/in/History_of_Philosophy_Philosophy_of_Mind_Cognitive_Psychology"},{"id":158049,"name":"Paul Churchland","url":"https://www.academia.edu/Documents/in/Paul_Churchland"},{"id":332778,"name":"Andy Clark","url":"https://www.academia.edu/Documents/in/Andy_Clark"},{"id":596525,"name":"Superposition","url":"https://www.academia.edu/Documents/in/Superposition"},{"id":620285,"name":"History of Philosophy","url":"https://www.academia.edu/Documents/in/History_of_Philosophy"},{"id":899697,"name":"Cognitive History","url":"https://www.academia.edu/Documents/in/Cognitive_History"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-5815917-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5815860"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5815860/Collaborative_Remembering_when_can_remembering_with_others_be_beneficial_Harris_Keil_Barnier_and_Sutton_"><img alt="Research paper thumbnail of Collaborative Remembering: when can remembering with others be beneficial? [Harris, Keil, Barnier, & Sutton]" class="work-thumbnail" src="https://attachments.academia-assets.com/32827298/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5815860/Collaborative_Remembering_when_can_remembering_with_others_be_beneficial_Harris_Keil_Barnier_and_Sutton_">Collaborative Remembering: when can remembering with others be beneficial? [Harris, Keil, Barnier, & Sutton]</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://westernsydney.academia.edu/CeliaHarris">Celia Harris</a></span></div><div class="wp-workCard_item"><span>In W. Christensen, E. Schier, & J. Sutton (eds), ASCS09: proceedings of the 9th conference of the Australasian Society for Cognitive Science, pp.131-134</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Experimental memory research has traditionally focused on the individual, and viewed social influ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Experimental memory research has traditionally focused on the individual, and viewed social influence as a source of error or inhibition. However, in everyday life, remembering is often a social activity, and theories from philosophy and psychology predict benefits of shared remembering. In a series of studies, both experimental and more qualitative, we attempted to bridge this gap by examining the effects of collaboration on memory in a variety of situations and in a variety of groups. We discuss our results in terms of a functional view of collaborative remembering, and consider when and in what ways remembering with others might help or hinder memory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="291c762c6f478deb2b477dcd2c67b2e8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827298,"asset_id":5815860,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827298/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5815860"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5815860"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5815860; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5815860]").text(description); $(".js-view-count[data-work-id=5815860]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5815860; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5815860']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "291c762c6f478deb2b477dcd2c67b2e8" } } $('.js-work-strip[data-work-id=5815860]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5815860,"title":"Collaborative Remembering: when can remembering with others be beneficial? 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Christensen, E. Schier, and J. Sutton (eds), ASCS09: proceedings of the 9th conference of the Australasian Society for Cognitive Science, pp.106-113.</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"Seeking to expand on previous theories, this paper explores the AIR (Applying Intellig ence to t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"Seeking to expand on previous theories, this paper explores the AIR (Applying Intellig ence to the Reflexes) approach to expert performance previously outlined by Geeves, Christensen, Sutton and McIlwain (2008). Data gathered from a semi-structured interview investigating the performance experience of Jeremy Kelshaw (JK), a professional musician, is explored. Although JK’s experience of music performance contains inherently uncertain elements, his phenomenological description of an ideal performance is tied to notions of vibe, connection and environment. The dynamic nature of music performance advocated by the AIR approach is illustrated by the strategies that JK implements during performance. Through executing these strategies, JK attempts to increase the likelihood of vibe and connection by selectively exercising agency over performance vari <br />ables within his control. In order to achieve this, JK must engage in ongoing monitoring of his performance, whereby the spotlight of his attention pans across a vast array of disparate performance <br />processes (and levels within these processes) in order to ascertain how he can most effectively meet the specific demands of a given performance situation. It is hoped that future research compiling data from numerous interviews and sources as well as using different research methodologies will further unlock the potential that the AIR approach holds for understanding expert performance."</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="79161342e739a1ecc9aa046e0374a238" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827272,"asset_id":5815845,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827272/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5815845"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5815845"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5815845; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5815845]").text(description); $(".js-view-count[data-work-id=5815845]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5815845; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5815845']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "79161342e739a1ecc9aa046e0374a238" } } $('.js-work-strip[data-work-id=5815845]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5815845,"title":"Expanding Expertise: investigating a musician's experience of music performance [Geeves, McIlwain, Sutton, \u0026 Christensen]","translated_title":"","metadata":{"abstract":"\"Seeking to expand on previous theories, this paper explores the AIR (Applying Intellig ence to the Reflexes) approach to expert performance previously outlined by Geeves, Christensen, Sutton and McIlwain (2008). 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Christensen, E. Schier, and J. Sutton (eds), ASCS09: proceedings of the 9th conference of the Australasian Society for Cognitive Science, pp.49-56</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The ability to predict the actions of other agents is vital for joint action tasks. Recent theor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The ability to predict the actions of other agents is vital for <br />joint action tasks. Recent theory suggests that action prediction relies on an emulator system that permits observers to use <br />information about their own motor dynamics to predict the actions of other agents. If this is the case, then predictions for self-generated actions should be more accurate than predictions for other-generated actions. We tested this hypothesis by employing a self/other synchronization paradigm where prediction accuracy for recording of self-generated movements  was compared with prediction accuracy for other-generated movements. As expected, predictions were more accurate when the observer’s movement dynamics matched the movement dynamics of the recording. This is consistent with that idea that the observer’s movement dynamics influence the predictions they generate.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="069a1082dea6e4f24dc945fd1aa8319d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827244,"asset_id":5815819,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827244/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5815819"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5815819"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5815819; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5815819]").text(description); $(".js-view-count[data-work-id=5815819]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5815819; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5815819']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "069a1082dea6e4f24dc945fd1aa8319d" } } $('.js-work-strip[data-work-id=5815819]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5815819,"title":"Action synchronization with biological motion [Colling, Thompson, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"The ability to predict the actions of other agents is vital for\r\njoint action tasks. 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Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (eds), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp.2082-2087). Austin, TX: Cognitive Science Society.</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recent theory suggests that action prediction relies of a motor emulation mechanism that works by...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recent theory suggests that action prediction relies of a motor emulation mechanism that works by mapping observed actions <br />onto the observer action system so that predictions can be <br />generated using that same predictive mechanisms that underlie <br />action control. This suggests that action prediction may be <br />more accurate when there is a more direct mapping between <br />the stimulus and the observer. We tested this hypothesis by <br />comparing prediction accuracy for two stimulus types. A mannequin stimulus which contained information about the effectors used to produce the action and a point stimulus, which <br />contained identical dynamic information but no effector information. Prediction was more accurate for the mannequin stimulus. However, this effect was dependent on the observer having previous experience performing the observed action. This <br />suggests that experienced and naıve observers might generate <br />predictions in qualitatively difference ways, which may relate <br />to the presence of an internal representation of the action laid <br />down through action performance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9a9f14570096b2009abd5b1f30218868" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827219,"asset_id":5815793,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827219/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5815793"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5815793"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5815793; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5815793]").text(description); $(".js-view-count[data-work-id=5815793]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5815793; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5815793']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9a9f14570096b2009abd5b1f30218868" } } $('.js-work-strip[data-work-id=5815793]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5815793,"title":"Motor experience interacts with effector information during action prediction [Colling, Thompson, \u0026 Sutton]","translated_title":"","metadata":{"abstract":"Recent theory suggests that action prediction relies of a motor emulation mechanism that works by mapping observed actions\r\nonto the observer action system so that predictions can be\r\ngenerated using that same predictive mechanisms that underlie\r\naction control. 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The notes and references are superb. Sutton's ambitious thesis is well-served by his facility with primary and secondary sources in natural philosophy, history of science, cognitive science, and cognitive philosophy. He writes clearly, often gracefully, and the result is a tour de force. It may also be sui generis; at least, I have not encountered another contemporary philosophy or history text that attempts to give equal value to both perspectives. ... Sutton's arguments are brilliant, but his highly selective interrogation of the past raises questions, of which this review has space to raise just one ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d1d4561f5739328dc5b17d12e72ff890" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36767766,"asset_id":11077675,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36767766/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11077675"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11077675"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11077675; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11077675]").text(description); $(".js-view-count[data-work-id=11077675]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11077675; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11077675']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d1d4561f5739328dc5b17d12e72ff890" } } $('.js-work-strip[data-work-id=11077675]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11077675,"title":"Robert Martensen, review of *Philosophy and Memory Traces*, Early Science \u0026 Medicine 5 (3), 314-315","translated_title":"","metadata":{"abstract":"John Sutton is a cognitive philosopher engaged in intense debate with other philosophers about memory and self, and this book is an historical brief for his side. ... 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-11076865-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="5816307"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/5816307/How_to_Connect_with_the_Past_symposium_on_Philosophy_and_Memory_Traces"><img alt="Research paper thumbnail of How to Connect with the Past: symposium on 'Philosophy and Memory Traces'" class="work-thumbnail" src="https://attachments.academia-assets.com/32827491/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5816307/How_to_Connect_with_the_Past_symposium_on_Philosophy_and_Memory_Traces">How to Connect with the Past: symposium on 'Philosophy and Memory Traces'</a></div><div class="wp-workCard_item"><span>Metascience 9 (2000), 203-237 (author's response 226-237)</span><span>, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Catherine Wilson: *Philosophy and Memory Traces* is a fascinating and important book, methodologi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Catherine Wilson: *Philosophy and Memory Traces* is a fascinating and important book, methodologically and substantively.  In addition to a broad and thoroughly revisionary interpretation of Cartesianism and the "death of nature" problem, the reader will find a wealth of illuminating remarks about poetics and physiology, conceptualization in science, and theory change.  Sutton moves easily back and forth between physiology and cultural studies and sensitizes the reader to the ubiquity of discourses of self-government.  This is an original and adventurous book, forcefully written, and worth multiple re-readings.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7804d870af433562ac85c29e3e54ab8d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":32827491,"asset_id":5816307,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/32827491/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5816307"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5816307"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5816307; 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href="https://www.academia.edu/11077985/Andy_Hamilton_review_of_Philosophy_and_Memory_Traces_History_and_Philosophy_of_Psychology_1_1999_86_90"><img alt="Research paper thumbnail of Andy Hamilton, review of *Philosophy and Memory Traces*, History & Philosophy of Psychology 1 (1999), 86-90" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11077985/Andy_Hamilton_review_of_Philosophy_and_Memory_Traces_History_and_Philosophy_of_Psychology_1_1999_86_90">Andy Hamilton, review of *Philosophy and Memory Traces*, History & Philosophy of Psychology 1 (1999), 86-90</a></div><div class="wp-workCard_item"><span>History and Philosophy of Psychology 1 (1999), 86-90</span><span>, 1999</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In The Modularity of Mind, Fodor wrote that "cognitive science is a body of research pathetically...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In The Modularity of Mind, Fodor wrote that "cognitive science is a body of research pathetically out of contact with its own history".  John Sutton's absorbing monograph seeks to rectify that defect, tracing the historical context of contemporary connectionist accounts of memory. An absorbing read, it offers intriguing insights into some of the peculiar and not so peculiar views about memory held by our philosophical and psychological forebears.  It is clearly written and well-researched, and an important addition to the literature on memory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="49b973afeaf98420bc731c7d43b44cf8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36767908,"asset_id":11077985,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36767908/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11077985"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11077985"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11077985; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11077985]").text(description); $(".js-view-count[data-work-id=11077985]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11077985; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11077985']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "49b973afeaf98420bc731c7d43b44cf8" } } $('.js-work-strip[data-work-id=11077985]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11077985,"title":"Andy Hamilton, review of *Philosophy and Memory Traces*, History \u0026 Philosophy of Psychology 1 (1999), 86-90","translated_title":"","metadata":{"abstract":"In The Modularity of Mind, Fodor wrote that \"cognitive science is a body of research pathetically out of contact with its own history\". 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At the heart of both sets of theories is the idea of memory traces as distributed, superpositional representations which exist only as dispositions of the whole system to settle into a variety of transient patterns. Sutton's interest is not purely historical, though. He also argues that the idea of distributed, superpositional representations, as it was used then and is used now, casts doubt on notions of the self as an instance of executive control. As such, it contains a physiological understanding of the way in which experience leaves its traces on us which, properly understood, may ultimately call for a radical revision, or even elimination, of common-sense understandings of who we are.  ... Just as earlier theorists tried to make the physiology of memory fit into the mould of their <br />moral and social ideals, Sutton argues, contemporary theorists impose strictures on accounts of memory because of preconceived ideas of the role of memory in systematic reasoning and possession of knowledge of the past.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e1e3909e81c919290177f576c28c9a55" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36767798,"asset_id":11077745,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36767798/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11077745"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11077745"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11077745; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11077745]").text(description); $(".js-view-count[data-work-id=11077745]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11077745; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11077745']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e1e3909e81c919290177f576c28c9a55" } } $('.js-work-strip[data-work-id=11077745]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11077745,"title":"Christoph Hoerl, review of *Philosophy and Memory Traces*, British J Phil Sci 51 (2000), 923-926","translated_title":"","metadata":{"abstract":"The reason why [animal spirits] theories merit a second look, according to Sutton, is that they share important features with current connectionist theories of cognition. 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","impression_tracking_id":null,"owner":{"id":176044,"first_name":"John","middle_initials":null,"last_name":"Sutton","page_name":"JohnSutton","domain_name":"mq","created_at":"2010-04-25T14:24:39.686-07:00","display_name":"John Sutton","url":"https://mq.academia.edu/JohnSutton"},"attachments":[{"id":36767798,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/36767798/thumbnails/1.jpg","file_name":"Hoerl_BJPS_2000_review.pdf","download_url":"https://www.academia.edu/attachments/36767798/download_file","bulk_download_file_name":"Christoph_Hoerl_review_of_Philosophy_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/36767798/Hoerl_BJPS_2000_review-libre.pdf?1424868847=\u0026response-content-disposition=attachment%3B+filename%3DChristoph_Hoerl_review_of_Philosophy_and.pdf\u0026Expires=1744238901\u0026Signature=UXw4elVNV2OIzERVTjAk9xm~K4noghCKEI8MetEy50Pd~Nqz2rpt4YAOlb3Ljnq-aJlWppKMxGeR8glIS1d2PwRZiPs37iRAW7eiOHMBAf9kRJOkHs0Gk6p6qFYzHRriH4xt5Oh9Tvqene3d9SlZqlEkZQqJuWj8e1ibE5F6HouJkCsJOFxeX8C3btBMphp-dRko35Pzm5aGiQSIKoLSRHsGwmNNbVvd3t2VY-wc5-Te0DNyQcom5wK9jV85mOsyNJeqhI~tRm3cYpT2nHl2qTebBCBe0UDS8vaDc3uGcVNviNirc2XLlscbuuxJIYBvKODGSQqSbWgHk-FJ2QOUKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind"},{"id":11452,"name":"Memory Studies","url":"https://www.academia.edu/Documents/in/Memory_Studies"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-11077745-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="11078079"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11078079/L_S_Jacyna_review_of_Philosophy_and_Memory_Traces_BHM_74_4_2000_822_823"><img alt="Research paper thumbnail of L.S. Jacyna, review of *Philosophy and Memory Traces*, BHM 74 (4), 2000, 822-823" class="work-thumbnail" src="https://attachments.academia-assets.com/36767953/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11078079/L_S_Jacyna_review_of_Philosophy_and_Memory_Traces_BHM_74_4_2000_822_823">L.S. Jacyna, review of *Philosophy and Memory Traces*, BHM 74 (4), 2000, 822-823</a></div><div class="wp-workCard_item"><span>Bulletin of the History of Medicine 74 (4), 2000, 822-823</span><span>, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is a somewhat unusual book. Written by a philosopher, it aims to make historical materials r...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is a somewhat unusual book. Written by a philosopher, it aims to make historical materials relevant to current discussions on the philosophy of mind. In particular, Sutton seeks to draw parallels between modern connectionist theories of memory and the doctrine of animal spirits that, in various forms, held sway as an account of the physical mechanism of memory for much of the early modern period. He is aware that eyebrows are likely to be raised by such an approach: it carries a danger of distorting the ideas of a previous epoch by insisting on their similarities to later doctrine. Sutton adopts an avowedly "skewed" historiographic approach; he "must flirt throughout with the twin dangers of nostalgia and present-centredness" (p. 15). <br /> <br />For most of the book Sutton, in fact, successfully steers his way between these twin perils. His discussion of historical materials is for the most part judicious and sensitive to context. He manages to expand upon what may seem a narrow and technical issue to show how discourse about memory was implicated in and contributed to cultural concerns with the nature of agency, control, and identity. "Notions about selves," Sutton maintains, "in relation to natural and social worlds are always implicated in theorising about memories" (p. 13). While localist models of memory were supportive of a strong executive self presiding over a stable and credible stock of recollections, more dynamic theories of how memories were created and sustained carried disturbing intimations. If memories were--quite literally--fluid, then error, illusion, <br /> and even fantasy might hold sway; the integrity of the self could dissolve amid the swirling of the spirits. <br /> <br />... Sutton concentrates on treatments of animal spirits in English natural philosophy. He argues that a special concern with memory was part of a more general preoccupation with order in the aftermath of the civil war and the heady days of the Commonwealth. In this context there was a felt need for discipline and stability within the body as well as within society. Theories that undermined these values were deemed immoral as well as erroneous. <br /> <br />Rather than developing these themes, Sutton asks "what use is all this history?" (p. 149). His answer is that a historical perspective can illuminate the issues involved in the choice between distributed and local theories of memory, even though the distinction would not have been intelligible to the historical actors themselves. Such an approach is somewhat frustrating to the historian; others must judge its philosophical utility. Nonetheless, this book does suggest a range of avenues for further research: the discussion of John Locke's theory of personal identity is especially stimulating.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bb88de2b7a9a7b2989842d4b218c64d2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36767953,"asset_id":11078079,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36767953/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11078079"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11078079"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11078079; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11078079]").text(description); $(".js-view-count[data-work-id=11078079]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11078079; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11078079']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bb88de2b7a9a7b2989842d4b218c64d2" } } $('.js-work-strip[data-work-id=11078079]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11078079,"title":"L.S. 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His discussion of historical materials is for the most part judicious and sensitive to context. He manages to expand upon what may seem a narrow and technical issue to show how discourse about memory was implicated in and contributed to cultural concerns with the nature of agency, control, and identity. \"Notions about selves,\" Sutton maintains, \"in relation to natural and social worlds are always implicated in theorising about memories\" (p. 13). While localist models of memory were supportive of a strong executive self presiding over a stable and credible stock of recollections, more dynamic theories of how memories were created and sustained carried disturbing intimations. If memories were--quite literally--fluid, then error, illusion,\r\n and even fantasy might hold sway; the integrity of the self could dissolve amid the swirling of the spirits.\r\n\r\n... Sutton concentrates on treatments of animal spirits in English natural philosophy. He argues that a special concern with memory was part of a more general preoccupation with order in the aftermath of the civil war and the heady days of the Commonwealth. In this context there was a felt need for discipline and stability within the body as well as within society. Theories that undermined these values were deemed immoral as well as erroneous.\r\n\r\nRather than developing these themes, Sutton asks \"what use is all this history?\" (p. 149). His answer is that a historical perspective can illuminate the issues involved in the choice between distributed and local theories of memory, even though the distinction would not have been intelligible to the historical actors themselves. Such an approach is somewhat frustrating to the historian; others must judge its philosophical utility. Nonetheless, this book does suggest a range of avenues for further research: the discussion of John Locke's theory of personal identity is especially stimulating. 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Sutton adopts an avowedly \"skewed\" historiographic approach; he \"must flirt throughout with the twin dangers of nostalgia and present-centredness\" (p. 15).\r\n\r\nFor most of the book Sutton, in fact, successfully steers his way between these twin perils. His discussion of historical materials is for the most part judicious and sensitive to context. He manages to expand upon what may seem a narrow and technical issue to show how discourse about memory was implicated in and contributed to cultural concerns with the nature of agency, control, and identity. \"Notions about selves,\" Sutton maintains, \"in relation to natural and social worlds are always implicated in theorising about memories\" (p. 13). While localist models of memory were supportive of a strong executive self presiding over a stable and credible stock of recollections, more dynamic theories of how memories were created and sustained carried disturbing intimations. If memories were--quite literally--fluid, then error, illusion,\r\n and even fantasy might hold sway; the integrity of the self could dissolve amid the swirling of the spirits.\r\n\r\n... Sutton concentrates on treatments of animal spirits in English natural philosophy. He argues that a special concern with memory was part of a more general preoccupation with order in the aftermath of the civil war and the heady days of the Commonwealth. In this context there was a felt need for discipline and stability within the body as well as within society. Theories that undermined these values were deemed immoral as well as erroneous.\r\n\r\nRather than developing these themes, Sutton asks \"what use is all this history?\" (p. 149). His answer is that a historical perspective can illuminate the issues involved in the choice between distributed and local theories of memory, even though the distinction would not have been intelligible to the historical actors themselves. Such an approach is somewhat frustrating to the historian; others must judge its philosophical utility. Nonetheless, this book does suggest a range of avenues for further research: the discussion of John Locke's theory of personal identity is especially stimulating. 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Written by a philosopher, it aims to make historical materials relevant to current discussions on the philosophy of mind. In particular, Sutton seeks to draw parallels between modern connectionist theories of memory and the doctrine of animal spirits that, in various forms, held sway as an account of the physical mechanism of memory for much of the early modern period. He is aware that eyebrows are likely to be raised by such an approach: it carries a danger of distorting the ideas of a previous epoch by insisting on their similarities to later doctrine. Sutton adopts an avowedly \"skewed\" historiographic approach; he \"must flirt throughout with the twin dangers of nostalgia and present-centredness\" (p. 15).\r\n\r\nFor most of the book Sutton, in fact, successfully steers his way between these twin perils. His discussion of historical materials is for the most part judicious and sensitive to context. He manages to expand upon what may seem a narrow and technical issue to show how discourse about memory was implicated in and contributed to cultural concerns with the nature of agency, control, and identity. \"Notions about selves,\" Sutton maintains, \"in relation to natural and social worlds are always implicated in theorising about memories\" (p. 13). While localist models of memory were supportive of a strong executive self presiding over a stable and credible stock of recollections, more dynamic theories of how memories were created and sustained carried disturbing intimations. If memories were--quite literally--fluid, then error, illusion,\r\n and even fantasy might hold sway; the integrity of the self could dissolve amid the swirling of the spirits.\r\n\r\n... Sutton concentrates on treatments of animal spirits in English natural philosophy. He argues that a special concern with memory was part of a more general preoccupation with order in the aftermath of the civil war and the heady days of the Commonwealth. In this context there was a felt need for discipline and stability within the body as well as within society. Theories that undermined these values were deemed immoral as well as erroneous.\r\n\r\nRather than developing these themes, Sutton asks \"what use is all this history?\" (p. 149). His answer is that a historical perspective can illuminate the issues involved in the choice between distributed and local theories of memory, even though the distinction would not have been intelligible to the historical actors themselves. Such an approach is somewhat frustrating to the historian; others must judge its philosophical utility. Nonetheless, this book does suggest a range of avenues for further research: the discussion of John Locke's theory of personal identity is especially stimulating. 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The main difference lies in the extent to which the subject is in command of his or her memories. Sutton tries to show that opposition to these models has often been motivated by moral and social concern about the lack of control over memory and the past rather than by conceptual or empirical considerations. The ever-shifting memory patterns threaten notions of personal identity and accountability. Perhaps surprisingly, Sutton traces the ancestry of distributed connectionist models back to Descartes, showing the place of his brain theory in the much older tradition of animal spirits coursing through the pores of the brain. Thus the Cartesian body-machine is much more active, independent from control by the soul, than is commonly thought. Sutton's historical analyses are illuminating, and by his naturalistic focus on scientific theories he uncovers a history <br /> of neurophilosophy that has long remained underexposed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="92c0610b8b578905d2b82758b9e51309" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36767736,"asset_id":11077624,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36767736/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11077624"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11077624"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11077624; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11077624]").text(description); $(".js-view-count[data-work-id=11077624]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11077624; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11077624']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "92c0610b8b578905d2b82758b9e51309" } } $('.js-work-strip[data-work-id=11077624]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11077624,"title":"Monica Meijsing, review of *Philosophy and Memory Traces*, Isis 91 (2), 2000, 427-428","translated_title":"","metadata":{"abstract":"John Sutton reviews the history of two kinds of memory theories: local and distributed models of memory. The main difference lies in the extent to which the subject is in command of his or her memories. Sutton tries to show that opposition to these models has often been motivated by moral and social concern about the lack of control over memory and the past rather than by conceptual or empirical considerations. The ever-shifting memory patterns threaten notions of personal identity and accountability. Perhaps surprisingly, Sutton traces the ancestry of distributed connectionist models back to Descartes, showing the place of his brain theory in the much older tradition of animal spirits coursing through the pores of the brain. Thus the Cartesian body-machine is much more active, independent from control by the soul, than is commonly thought. Sutton's historical analyses are illuminating, and by his naturalistic focus on scientific theories he uncovers a history\r\n of neurophilosophy that has long remained underexposed. 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Sutton's historical analyses are illuminating, and by his naturalistic focus on scientific theories he uncovers a history\r\n of neurophilosophy that has long remained underexposed. 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The main difference lies in the extent to which the subject is in command of his or her memories. Sutton tries to show that opposition to these models has often been motivated by moral and social concern about the lack of control over memory and the past rather than by conceptual or empirical considerations. The ever-shifting memory patterns threaten notions of personal identity and accountability. Perhaps surprisingly, Sutton traces the ancestry of distributed connectionist models back to Descartes, showing the place of his brain theory in the much older tradition of animal spirits coursing through the pores of the brain. Thus the Cartesian body-machine is much more active, independent from control by the soul, than is commonly thought. Sutton's historical analyses are illuminating, and by his naturalistic focus on scientific theories he uncovers a history\r\n of neurophilosophy that has long remained underexposed. 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Most such writers are actually indifferent or even antagonistic to history as disciplined knowledge. This book is different ... John Sutton makes a huge excursus through the early modern theory of the animal spirits, memory and the self. The result is a thickly detailed dialogue with intellectual history. ... Sutton is persuasive: knowledge of modern distributive processing, but more especially attention to mechanisms of memory, can make a difference to historical interpretation. He also argues that history can make a difference to modern theories; but here the outcome is not so clear.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="77071b0b0e3c89c794bdf8af95c6a432" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36767647,"asset_id":11077409,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36767647/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11077409"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11077409"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11077409; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11077409]").text(description); $(".js-view-count[data-work-id=11077409]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11077409; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11077409']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "77071b0b0e3c89c794bdf8af95c6a432" } } $('.js-work-strip[data-work-id=11077409]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11077409,"title":"Roger Smith, review of *Philosophy and Memory Traces*, Medical History 44 (2000), 128-130","translated_title":"","metadata":{"abstract":"It is common for writers on cognitive science and neuroscience to deploy historical statements, especially about Descartes, as part of a rhetorical strategy to expose confusion and error. 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Wilkes, review of *Philosophy and Memory Traces*, J of Early Modern History 5 (1), 2001, 76-78" class="work-thumbnail" src="https://attachments.academia-assets.com/36767615/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11077207/A_L_Wilkes_review_of_Philosophy_and_Memory_Traces_J_of_Early_Modern_History_5_1_2001_76_78">A.L. Wilkes, review of *Philosophy and Memory Traces*, J of Early Modern History 5 (1), 2001, 76-78</a></div><div class="wp-workCard_item"><span>Journal of Early Modern History 5 (1), 2001, 76-78</span><span>, 2001</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">*Philosophy and Memory Traces* is a textbook example of how different periods in the history of t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">*Philosophy and Memory Traces* is a textbook example of how different periods in the history of theory construction can be meaningfully compared and contrasted.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ef5a9aff38deca6e05e2d1e3a625cf09" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36767615,"asset_id":11077207,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36767615/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11077207"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11077207"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11077207; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11077207]").text(description); $(".js-view-count[data-work-id=11077207]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11077207; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11077207']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ef5a9aff38deca6e05e2d1e3a625cf09" } } $('.js-work-strip[data-work-id=11077207]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11077207,"title":"A.L. 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It also demonstrates marked sensitivity and insight into both the individual lives as well as the work of such historical figures as Descartes and Locke. Moreover, Sutton's defense of modern connectionism against  Jerry Fodor and other critics of passive mental representation is again both artful and again insightful in  elucidating how problems of the self are implicated in the new, fast-developing area of cognitive science.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bfe8d7a1fd28131f22bfe6117536ab47" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36767695,"asset_id":11077473,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36767695/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11077473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11077473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11077473; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11077473]").text(description); $(".js-view-count[data-work-id=11077473]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11077473; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11077473']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bfe8d7a1fd28131f22bfe6117536ab47" } } $('.js-work-strip[data-work-id=11077473]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11077473,"title":"Paul Tang, review of *Philosophy and Memory Traces*, 18th-Century Studies 33 (4), 2000, 596-599","translated_title":"","metadata":{"abstract":"John Sutton has written an intriguing and well-researched book ... that makes for fascinating reading. 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Throughout, Sutton coun...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">John Sutton’s rich and absorbing book interweaves two related themes. ... Throughout, Sutton counters both explicitly and implicitly the idea that there is a sharp divide between philosophical and scientific issues. ... All those interested in the history and philosophy of memory should benefit from this work.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4bc07f09c44e783a14b57ab63a5e2fa5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36767429,"asset_id":11076368,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36767429/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11076368"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11076368"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11076368; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11076368]").text(description); $(".js-view-count[data-work-id=11076368]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11076368; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11076368']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4bc07f09c44e783a14b57ab63a5e2fa5" } } $('.js-work-strip[data-work-id=11076368]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11076368,"title":"Paul Coates, review of *Philosophy and Memory Traces* (BJHP 8, 2000, 559-561)","translated_title":"","metadata":{"abstract":"John Sutton’s rich and absorbing book interweaves two related themes. ... 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-11078202-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="11078122"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11078122/Celia_Wolf_Devine_review_of_Philosophy_and_Memory_Traces_Review_of_Metaphysics_2001"><img alt="Research paper thumbnail of Celia Wolf-Devine, review of *Philosophy and Memory Traces*, Review of Metaphysics 2001" class="work-thumbnail" src="https://attachments.academia-assets.com/36767989/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11078122/Celia_Wolf_Devine_review_of_Philosophy_and_Memory_Traces_Review_of_Metaphysics_2001">Celia Wolf-Devine, review of *Philosophy and Memory Traces*, Review of Metaphysics 2001</a></div><div class="wp-workCard_item"><span>Review of Metaphysics 2001, 469-471</span><span>, 2001</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Sutton's approach is an interdisciplinary one, drawing on cognitive science, medicine, and neurop...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Sutton's approach is an interdisciplinary one, drawing on cognitive science, medicine, and neurophysiology as well as literature, psychology, and philosophy. ... The section on Locke is particularly valuable and raises interesting philosophical questions. Sutton's underlying philosophy is, he says, "crudely characterisable as mechanism, naturalism, associationism, determinism, and reductionism", but he hopes to overcome humanist repugnance to these doctrines by "adding a sense of history, culture, and play" (pp.2-3). His tendency to take a playful, aesthetic, and polemical approach to his material, however, often gets in the way of engaging philosophical issues in a careful and sustained way. His approach to the problems that the unruly animal spirits were thought to raise for human beings' rational and moral capacities is heavily influenced by postmodernist and feminist thought, and he tends to poke fun at those who worried about maintaining control over their animal nature, drawing on Foucault's theory of madness, which probably accounts for his pervasive use of sexual metaphors ... Finally, Sutton seems to have succumbed to a postmodern attitude of indifference to (or despair of the possibility of) any sort of objectivity. For example, he says that history of science "demands unbalanced judgement, polemic, and selective evaluation" (p.31), and that his historical studies "build on and twist existing research" (p. xiii).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="93a59f8ca8623b1844666ae1806309e9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36767989,"asset_id":11078122,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36767989/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11078122"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11078122"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11078122; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11078122]").text(description); $(".js-view-count[data-work-id=11078122]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11078122; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11078122']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "93a59f8ca8623b1844666ae1806309e9" } } $('.js-work-strip[data-work-id=11078122]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11078122,"title":"Celia Wolf-Devine, review of *Philosophy and Memory Traces*, Review of Metaphysics 2001","translated_title":"","metadata":{"abstract":"Sutton's approach is an interdisciplinary one, drawing on cognitive science, medicine, and neurophysiology as well as literature, psychology, and philosophy. ... 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Finally, Sutton seems to have succumbed to a postmodern attitude of indifference to (or despair of the possibility of) any sort of objectivity. For example, he says that history of science \"demands unbalanced judgement, polemic, and selective evaluation\" (p.31), and that his historical studies \"build on and twist existing research\" (p. xiii). ","ai_title_tag":"Review of Sutton's Interdisciplinary Philosophy","publication_date":{"day":null,"month":null,"year":2001,"errors":{}},"publication_name":"Review of Metaphysics 2001, 469-471"},"translated_abstract":"Sutton's approach is an interdisciplinary one, drawing on cognitive science, medicine, and neurophysiology as well as literature, psychology, and philosophy. ... The section on Locke is particularly valuable and raises interesting philosophical questions. 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For example, he says that history of science \"demands unbalanced judgement, polemic, and selective evaluation\" (p.31), and that his historical studies \"build on and twist existing research\" (p. xiii). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-11078122-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1093141" id="radioprogram"><div class="js-work-strip profile--work_container" data-work-id="5817287"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/5817287/Animal_Spirits_the_mind_in_history"><img alt="Research paper thumbnail of Animal Spirits: the mind in history" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Animal Spirits: the mind in history</div><div class="wp-workCard_item"><span>ABC Radio National, All in the Mind</span><span>, Apr 27, 2003</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5817287"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5817287"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5817287; 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First, I explain the link between theories of distributed cognition, on the one hand, and contemporary currents in the sciences of memory, on the other. The resulting framework for studying distributed ecologies of remembering is, I suggest, a promising basis for interdisciplinary research. Secondly, I show specifically what this framework offers for research in history and the humanities. <br /> <br />After a general overview of ideas about distributed memory, the lecture addresses four features of memory: the distinctive kinds of memory, the constructive nature of remembering, the development of memory, and the functions of remembering. It then develops one particular version of the idea of distributed cognition, underlining the complementarity between integrated but disparate neural, bodily, social, and material resources. Putting these two independent sets of ideas together, three layers or forms of distributed ecologies of memory are described: first and in most detail, the case of socially distributed remembering; then the idea of the cognitive life of things; and finally the internalization of cognitive and cultural artifacts. The lecture concludes with a brief discussion of the place of history in this interdisciplinary framework for studying cognitive ecologies of remembering.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10520965"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10520965"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10520965; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10520965]").text(description); $(".js-view-count[data-work-id=10520965]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10520965; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10520965']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=10520965]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10520965,"title":"Memory as a Test Case for Distributed Cognition [online lecture]","translated_title":"","metadata":{"abstract":"http://www.hdc.ed.ac.uk/seminars/memory-test-case-distributed-cognition This online lecture for the 'A History of Distributed Cognition' project (http://www.hdc.ed.ac.uk/) has two aims. 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I re...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is chapter 3 of 'Philosophy and Memory Traces: Descartes to connectionism' (CUP, 1998). I reinterpret Descartes' 'philosophy of the brain'. Descartes used animal spirits flowing through brain pores in tentatively suggesting a distributed model of memory employing superpositional storage. I defend this anachronistic reading against four strong objections, and articulate surprising conclusions about dynamics and the body in Cartesian mechanism. I discuss Descartes' spirits at such length not just to analyse his puzzling model of memory, but to query his talismanic place in philosophy and cultural studies alike as the demonic source of modern alienation. The permeation of psychology by context, culture, and body which animal spirits promoted (chapter 2) did not cease with the sudden fracture of self from matter with which Descartes is supposed to have urged on new scientists to master and possess passive nature. Mechanistic bodies are *also* dynamic (chapter 3).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f766d9f254fa3144d2e73f5e1e3d351e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37766971,"asset_id":12661055,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37766971/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12661055"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12661055"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12661055; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12661055]").text(description); $(".js-view-count[data-work-id=12661055]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12661055; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12661055']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f766d9f254fa3144d2e73f5e1e3d351e" } } $('.js-work-strip[data-work-id=12661055]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12661055,"title":"Memory and 'the Cartesian Philosophy of the Brain'","translated_title":"","metadata":{"abstract":"This is chapter 3 of 'Philosophy and Memory Traces: Descartes to connectionism' (CUP, 1998). 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data-click-track="profile-work-strip-title" href="https://www.academia.edu/11403003/Wriggle_Work_the_quick_and_nimble_animal_spirits">Wriggle-Work: the quick and nimble animal spirits</a></div><div class="wp-workCard_item"><span>Philosophy and Memory Traces: Descartes to connectionism (chapter 2)</span><span>, 1998</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Chapter 2 of *Philosophy and Memory Traces: Descartes to connectionism* (Cambridge UP, 1998). Thi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Chapter 2 of *Philosophy and Memory Traces: Descartes to connectionism* (Cambridge UP, 1998). This chapter outlines the long background of animal spirits theory, questions the assumption that spirits were inevitably detrimental to the development of sciences of brain and mind, and describes strange 'pre-modern' human bodies, filled with turbulent fluids and rummaging spirits. Animal spirits, those 'ultimate oxymorons' (Krell 1990:5) were neither animals nor spirits. Coursing through brain and nerves, they long remained candidates for the role of bearers of neural information: in philosophy, neurology, and medicine, this old physiological psychology was still all but ubiquitous in the early eighteenth century. Spirits touched feeling as well as theory, in odd early modern experiences of uneasy innards. What some lament as 'confusions and contaminations' across discourses and levels of explanation involving the spirits (Walker 1984:223) can instead be seen as rare proximity between theory, culture, and phenomenology. The bodies in which spirits flowed are quite alien to us: the 'kinesthetic model of oriented flows' (Duden 1993:85) was both hypothesis and lived reality.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f187bd79032bb6f3413d0a11f0426b7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36958589,"asset_id":11403003,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36958589/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11403003"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11403003"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11403003; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11403003]").text(description); $(".js-view-count[data-work-id=11403003]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11403003; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11403003']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8f187bd79032bb6f3413d0a11f0426b7" } } $('.js-work-strip[data-work-id=11403003]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11403003,"title":"Wriggle-Work: the quick and nimble animal spirits","translated_title":"","metadata":{"abstract":"Chapter 2 of *Philosophy and Memory Traces: Descartes to connectionism* (Cambridge UP, 1998). 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Aedu.setUpFigureCarousel('profile-work-11403003-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="11845764"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11845764/Traces_Brains_and_History_introduction_to_Philosophy_and_Memory_Traces_"><img alt="Research paper thumbnail of Traces, Brains, and History [introduction to *Philosophy and Memory Traces*]" class="work-thumbnail" src="https://attachments.academia-assets.com/37243674/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11845764/Traces_Brains_and_History_introduction_to_Philosophy_and_Memory_Traces_">Traces, Brains, and History [introduction to *Philosophy and Memory Traces*]</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Porous memories fuse and interpenetrate. Fragments of song mingle in hot remembered afternoons, m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Porous memories fuse and interpenetrate. Fragments of song mingle in hot remembered afternoons, mysterious angers return at a flush with a chance forgotten postcard. Such memories were once the motions of old fluids, animal spirits which meandered and rummaged through the pores of the brain. They held experience and history in bodies which were themselves porous, uncertainly coupled across tissues and skin with their air, their ethics, their land. Now they are patterns of activation across vast neural networks, condensing and compressing innumerable possible trajectories into the particular vectors of flashing or torpid memories. Dynamic cognitive systems coevolving with the physiological, environmental, and social systems in which they are embedded (van Gelder and Port 1995: 27-30) need the wishful mixings of absence which interfering traces bring. These studies in the history of theories of memory are grounded in new interpretations of strange, neglected old French and English neurophilosophy. But only late twentieth-century worries about memory, science, and truth make sense of indulgent attention to 'seventeenth-century French connectionism' (Diamond 1969), and to bizarre historical beliefs about interactive relations between self, body, mind, and coursing nervous fluids. This kind of historical cognitive science aims to demonstrate that it is possible to attend to contexts and to brains at once. ... I undertake both the description and the defence of related theories of memory, from animal spirits to connectionism, which employ superpositional storage: memories are blended, not laid down independently once and for all, and are reconstructed rather than reproduced. In dissolving old and new lines of attack on such theories, I suggest that they exemplifY the sensitivity to culture and history which good psychological science can exhibit. Working between historical and contemporary material suggests that wider issues about the self and psychological control are also implicated in current debates. The models of memory distributed through these studies, in mosaic from Descartes to connectionism, hintata more reckless algebra, an understanding of how complex self-organising physical systems like us can be so psychologically plastic, attuned to the configurations of culture in which cognition and remembering are situated.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9e93632e85e5b36315298250eb85d1df" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37243674,"asset_id":11845764,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37243674/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11845764"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11845764"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11845764; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11845764]").text(description); $(".js-view-count[data-work-id=11845764]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11845764; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='11845764']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9e93632e85e5b36315298250eb85d1df" } } $('.js-work-strip[data-work-id=11845764]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":11845764,"title":"Traces, Brains, and History [introduction to *Philosophy and Memory Traces*]","translated_title":"","metadata":{"abstract":"Porous memories fuse and interpenetrate. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-11845764-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2756562" id="booklaunch"><div class="js-work-strip profile--work_container" data-work-id="11534964"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/11534964/Book_launch_Ian_Bedford_The_Last_Candles_of_the_Night_2014_"><img alt="Research paper thumbnail of Book launch - Ian Bedford, The Last Candles of the Night (2014)" class="work-thumbnail" src="https://attachments.academia-assets.com/37039319/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/11534964/Book_launch_Ian_Bedford_The_Last_Candles_of_the_Night_2014_">Book launch - Ian Bedford, The Last Candles of the Night (2014)</a></div><div class="wp-workCard_item"><span>http://www.amazon.com/The-Last-Candles-Night-Bedford/dp/1922198129</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Talk given at the launch of Ian Bedford's novel, The Last Candles of the Night (Lacuna Publishing...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Talk given at the launch of Ian Bedford's novel, The Last Candles of the Night (Lacuna Publishing), at Gleebooks, Sydney, 19 June 2014.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b5a35ecdfd922422a37412bf57e4893c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37039319,"asset_id":11534964,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37039319/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="11534964"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="11534964"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11534964; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-8860909-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="3264773" id="workshops"></div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="6608537" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="31669739"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31669739/COGNITIVE_HUMANITIES_2017_Panel_Understanding_the_Tacit_Reconsidering_Turners_transmission_problem_for_cultural_practices"><img alt="Research paper thumbnail of COGNITIVE HUMANITIES 2017 – Panel: Understanding the Tacit: Reconsidering Turner's 'transmission problem' for cultural practices" class="work-thumbnail" src="https://attachments.academia-assets.com/51991379/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31669739/COGNITIVE_HUMANITIES_2017_Panel_Understanding_the_Tacit_Reconsidering_Turners_transmission_problem_for_cultural_practices">COGNITIVE HUMANITIES 2017 – Panel: Understanding the Tacit: Reconsidering Turner's 'transmission problem' for cultural practices</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://villanova.academia.edu/GeorgTheiner">Georg Theiner</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://usf.academia.edu/StephenTurner">Stephen Turner</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://oxy.academia.edu/JacobLMackey">Jacob L. Mackey</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Fifth Annual Conference of the Cognitive Futures in the Arts and Humanities, to be held 5-7 June ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Fifth Annual Conference of the Cognitive Futures in the Arts and Humanities, to be held 5-7 June 2017 at Stony Brook University<br /><br />Web: <a href="http://www.stonybrook.edu/commcms/cognitivefutures/CFP.html" rel="nofollow">http://www.stonybrook.edu/commcms/cognitivefutures/CFP.html</a><br /><br />Panel Participants:<br /><br />Stephen Turner (University of South Florida)<br />Jacob Mackey (Queens College, CUNY)<br />Georg Theiner & Nikolaus Fogle (Villanova University)<br />Evelyn B. Tribble (Otago University) & John Sutton (Macquarie University)<br /><br />“On the whole, what is familiar is precisely not understood because it is familiar” (Hegel, Preface to the Phenomenology of Spirit)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="21e7782788829c8da914c93aa3465bee" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51991379,"asset_id":31669739,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51991379/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31669739"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31669739"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31669739; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31669739]").text(description); $(".js-view-count[data-work-id=31669739]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31669739; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31669739']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "21e7782788829c8da914c93aa3465bee" } } $('.js-work-strip[data-work-id=31669739]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31669739,"title":"COGNITIVE HUMANITIES 2017 – Panel: Understanding the Tacit: Reconsidering Turner's 'transmission problem' for cultural practices","translated_title":"","metadata":{"abstract":"Fifth Annual Conference of the Cognitive Futures in the Arts and Humanities, to be held 5-7 June 2017 at Stony Brook University\n\nWeb: http://www.stonybrook.edu/commcms/cognitivefutures/CFP.html\n\nPanel Participants:\n\nStephen Turner (University of South Florida)\nJacob Mackey (Queens College, CUNY)\nGeorg Theiner \u0026 Nikolaus Fogle (Villanova University)\nEvelyn B. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-31669739-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="10860395" id="papersprimaryauthor"><div class="js-work-strip profile--work_container" data-work-id="44836291"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44836291/Geeves_A_Jones_S_Davidson_J_W_and_Sutton_J_2020_Between_the_crowd_and_the_band_Performance_experience_creative_practice_and_wellbeing_for_professional_touring_musicians_International_Journal_of_Wellbeing_10_5_5_26"><img alt="Research paper thumbnail of Geeves, A., Jones, S., Davidson, J. W., & Sutton, J. (2020). Between the crowd and the band: Performance experience, creative practice, and wellbeing for professional touring musicians. International Journal of Wellbeing, 10(5), 5-26." class="work-thumbnail" src="https://attachments.academia-assets.com/65341481/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44836291/Geeves_A_Jones_S_Davidson_J_W_and_Sutton_J_2020_Between_the_crowd_and_the_band_Performance_experience_creative_practice_and_wellbeing_for_professional_touring_musicians_International_Journal_of_Wellbeing_10_5_5_26">Geeves, A., Jones, S., Davidson, J. W., & Sutton, J. (2020). Between the crowd and the band: Performance experience, creative practice, and wellbeing for professional touring musicians. International Journal of Wellbeing, 10(5), 5-26.</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/AndrewGeeves">Andrew Geeves</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://mq.academia.edu/JohnSutton">John Sutton</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In some musical genres, professional performers play live shows many times a week. Arduous tourin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In some musical genres, professional performers play live shows many times a week. Arduous touring schedules bring encounters with wildly diverse audiences across many different performance ecologies. We investigate the kinds of creativity involved in such repeated live performance, kinds of creativity that are quite unlike songwriting and recording, and examine the central factors that influence musicians' wellbeing over the course of a tour. The perspective of the professional musician has been underrepresented in research on relations between music and wellbeing, with little attention given to the experience of touring. In this case study, we investigate influences on positive and negative performance experiences for the four professional musicians of Australian pop/rock band Cloud Control. Geeves conducted intensive cognitive ethnographic fieldwork with Cloud Control members over a two-week national Australian tour for their second album, Dream Cave (2013). Adapting a Grounded Theory approach to data analysis, we found the level of wellbeing musicians reported and displayed on tour to be intimately linked to their creative performance experiences through the two emergent, overarching and interdependent themes of Performance Headspace (PH) and Connection with Audience (CA). We explore these themes in detail and provide examples to demonstrate how PH and CA can feed off each other in virtuous ways that positively shape musicians' wellbeing, or loop in vicious ways that negatively shape musicians' wellbeing. We argue that their creative practice, in thus re-enacting musical performance afresh in each venue's distinctive setting, emerges within unique constraints each night, and is in a sense a co-creation of the crowd and the band.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e09dbdb2d12a563b1f2a6d13c93c1c71" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65341481,"asset_id":44836291,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65341481/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44836291"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44836291"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44836291; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44836291]").text(description); $(".js-view-count[data-work-id=44836291]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44836291; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44836291']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e09dbdb2d12a563b1f2a6d13c93c1c71" } } $('.js-work-strip[data-work-id=44836291]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44836291,"title":"Geeves, A., Jones, S., Davidson, J. 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In this case study, we investigate influences on positive and negative performance experiences for the four professional musicians of Australian pop/rock band Cloud Control. Geeves conducted intensive cognitive ethnographic fieldwork with Cloud Control members over a two-week national Australian tour for their second album, Dream Cave (2013). Adapting a Grounded Theory approach to data analysis, we found the level of wellbeing musicians reported and displayed on tour to be intimately linked to their creative performance experiences through the two emergent, overarching and interdependent themes of Performance Headspace (PH) and Connection with Audience (CA). We explore these themes in detail and provide examples to demonstrate how PH and CA can feed off each other in virtuous ways that positively shape musicians' wellbeing, or loop in vicious ways that negatively shape musicians' wellbeing. We argue that their creative practice, in thus re-enacting musical performance afresh in each venue's distinctive setting, emerges within unique constraints each night, and is in a sense a co-creation of the crowd and the band.","ai_title_tag":"Wellbeing and Creativity in Touring Musicians' Performances"},"translated_abstract":"In some musical genres, professional performers play live shows many times a week. Arduous touring schedules bring encounters with wildly diverse audiences across many different performance ecologies. We investigate the kinds of creativity involved in such repeated live performance, kinds of creativity that are quite unlike songwriting and recording, and examine the central factors that influence musicians' wellbeing over the course of a tour. The perspective of the professional musician has been underrepresented in research on relations between music and wellbeing, with little attention given to the experience of touring. In this case study, we investigate influences on positive and negative performance experiences for the four professional musicians of Australian pop/rock band Cloud Control. Geeves conducted intensive cognitive ethnographic fieldwork with Cloud Control members over a two-week national Australian tour for their second album, Dream Cave (2013). Adapting a Grounded Theory approach to data analysis, we found the level of wellbeing musicians reported and displayed on tour to be intimately linked to their creative performance experiences through the two emergent, overarching and interdependent themes of Performance Headspace (PH) and Connection with Audience (CA). We explore these themes in detail and provide examples to demonstrate how PH and CA can feed off each other in virtuous ways that positively shape musicians' wellbeing, or loop in vicious ways that negatively shape musicians' wellbeing. We argue that their creative practice, in thus re-enacting musical performance afresh in each venue's distinctive setting, emerges within unique constraints each night, and is in a sense a co-creation of the crowd and the band.","internal_url":"https://www.academia.edu/44836291/Geeves_A_Jones_S_Davidson_J_W_and_Sutton_J_2020_Between_the_crowd_and_the_band_Performance_experience_creative_practice_and_wellbeing_for_professional_touring_musicians_International_Journal_of_Wellbeing_10_5_5_26","translated_internal_url":"","created_at":"2021-01-04T22:26:25.147-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":5063064,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":36125884,"work_id":44836291,"tagging_user_id":5063064,"tagged_user_id":176044,"co_author_invite_id":null,"email":"j***n@mq.edu.au","affiliation":"Macquarie University","display_order":1,"name":"John Sutton","title":"Geeves, A., Jones, S., Davidson, J. W., \u0026 Sutton, J. (2020). Between the crowd and the band: Performance experience, creative practice, and wellbeing for professional touring musicians. International Journal of Wellbeing, 10(5), 5-26."},{"id":36125885,"work_id":44836291,"tagging_user_id":5063064,"tagged_user_id":133227736,"co_author_invite_id":null,"email":"j***n@unimelb.edu.au","display_order":2,"name":"Jane Davidson","title":"Geeves, A., Jones, S., Davidson, J. W., \u0026 Sutton, J. (2020). Between the crowd and the band: Performance experience, creative practice, and wellbeing for professional touring musicians. International Journal of Wellbeing, 10(5), 5-26."},{"id":36125886,"work_id":44836291,"tagging_user_id":5063064,"tagged_user_id":181702938,"co_author_invite_id":null,"email":"s***s@mq.edu.au","display_order":3,"name":"Samuel Jones","title":"Geeves, A., Jones, S., Davidson, J. W., \u0026 Sutton, J. (2020). 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