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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Mental Representation</h1><div class="u-tcGrayDark">22,970 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Mental Representation</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Mental_Representation">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Mental_Representation/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Mental_Representation/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Mental_Representation/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Mental_Representation">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36326225" data-work_id="36326225" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36326225/Explaining_Embodied_Emotions_with_and_without_Representations">Explaining Embodied Emotions – with and without Representations</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Embodied accounts have offered a theoretical framework in which emotions are understood to be patterned embodied responses that are about core relational themes. Some authors argue that this intentionality should be understood in terms of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36326225" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Embodied accounts have offered a theoretical framework in which emotions are understood to be patterned embodied responses that are about core relational themes. Some authors argue that this intentionality should be understood in terms of some kind of non-conceptual representation format, while others suggest a radical enactivist framework that takes emotions to be intentional but not representational. In this paper I will argue that the abstract nature of the core relational themes emotions are about and the interrelatedness of emotions with each other and with other mental states speak in favor of emotions being representations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36326225" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f28f269aecff03f060acfd8a83927e63" rel="nofollow" data-download="{"attachment_id":56233735,"asset_id":36326225,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56233735/download_file?st=MTczMjgyNzE4Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="523760" href="https://uni-ulm.academia.edu/RebekkaHufendiek">Rebekka Hufendiek</a><script data-card-contents-for-user="523760" type="text/json">{"id":523760,"first_name":"Rebekka","last_name":"Hufendiek","domain_name":"uni-ulm","page_name":"RebekkaHufendiek","display_name":"Rebekka Hufendiek","profile_url":"https://uni-ulm.academia.edu/RebekkaHufendiek?f_ri=4136","photo":"https://0.academia-photos.com/523760/184900/16627913/s65_rebekka.hufendiek.jpg"}</script></span></span></li><li class="js-paper-rank-work_36326225 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36326225"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36326225, container: ".js-paper-rank-work_36326225", }); 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$(".js-view-count[data-work-id=36326225]").text(description); $(".js-view-count-work_36326225").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36326225").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36326225"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="254" href="https://www.academia.edu/Documents/in/Emotion">Emotion</a>, <script data-card-contents-for-ri="254" type="text/json">{"id":254,"name":"Emotion","url":"https://www.academia.edu/Documents/in/Emotion?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4136" href="https://www.academia.edu/Documents/in/Mental_Representation">Mental Representation</a>, <script data-card-contents-for-ri="4136" type="text/json">{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4420" href="https://www.academia.edu/Documents/in/Embodied_Cognition">Embodied Cognition</a>, <script data-card-contents-for-ri="4420" type="text/json">{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27785" href="https://www.academia.edu/Documents/in/Enactivism">Enactivism</a><script data-card-contents-for-ri="27785" type="text/json">{"id":27785,"name":"Enactivism","url":"https://www.academia.edu/Documents/in/Enactivism?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36326225]'), work: {"id":36326225,"title":"Explaining Embodied Emotions – with and without Representations","created_at":"2018-04-04T02:24:01.106-07:00","url":"https://www.academia.edu/36326225/Explaining_Embodied_Emotions_with_and_without_Representations?f_ri=4136","dom_id":"work_36326225","summary":"Embodied accounts have offered a theoretical framework in which emotions are understood to be patterned embodied responses that are about core relational themes. Some authors argue that this intentionality should be understood in terms of some kind of non-conceptual representation format, while others suggest a radical enactivist framework that takes emotions to be intentional but not representational. 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Cognitive systems function through integration of neural and bodily functions with the functions of representational vehicles. The integrationist... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_178408" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This book argues that thinking is bounded by neither the brain nor the skin of an organism. Cognitive systems function through integration of neural and bodily functions with the functions of representational vehicles. The integrationist position offers a fresh contribution to the emerging embodied and embedded approach to the study of mind.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/178408" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cfa5fa135ecb097a10007d1312514158" rel="nofollow" data-download="{"attachment_id":114294,"asset_id":178408,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/114294/download_file?st=MTczMjgyNzE4Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="39935" href="https://mq.academia.edu/RichardMenary">Richard Menary</a><script data-card-contents-for-user="39935" type="text/json">{"id":39935,"first_name":"Richard","last_name":"Menary","domain_name":"mq","page_name":"RichardMenary","display_name":"Richard Menary","profile_url":"https://mq.academia.edu/RichardMenary?f_ri=4136","photo":"https://0.academia-photos.com/39935/13218/13896026/s65_richard.menary.jpg"}</script></span></span></li><li class="js-paper-rank-work_178408 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="178408"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 178408, container: ".js-paper-rank-work_178408", }); 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Cognitive systems function through integration of neural and bodily functions with the functions of representational vehicles. The integrationist position offers a fresh contribution to the emerging embodied and embedded approach to the study of mind.","downloadable_attachments":[{"id":114294,"asset_id":178408,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":39935,"first_name":"Richard","last_name":"Menary","domain_name":"mq","page_name":"RichardMenary","display_name":"Richard Menary","profile_url":"https://mq.academia.edu/RichardMenary?f_ri=4136","photo":"https://0.academia-photos.com/39935/13218/13896026/s65_richard.menary.jpg"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4136","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4136","nofollow":false},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=4136","nofollow":false},{"id":255,"name":"Evolutionary Psychology","url":"https://www.academia.edu/Documents/in/Evolutionary_Psychology?f_ri=4136","nofollow":false},{"id":772,"name":"Human Evolution","url":"https://www.academia.edu/Documents/in/Human_Evolution?f_ri=4136"},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=4136"},{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind?f_ri=4136"},{"id":868,"name":"Philosophical Psychology","url":"https://www.academia.edu/Documents/in/Philosophical_Psychology?f_ri=4136"},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=4136"},{"id":3730,"name":"Philosophy of Psychology","url":"https://www.academia.edu/Documents/in/Philosophy_of_Psychology?f_ri=4136"},{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136"},{"id":4418,"name":"Distributed Cognition","url":"https://www.academia.edu/Documents/in/Distributed_Cognition?f_ri=4136"},{"id":4419,"name":"Situated Cognition","url":"https://www.academia.edu/Documents/in/Situated_Cognition?f_ri=4136"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition?f_ri=4136"},{"id":4900,"name":"Situated Learning","url":"https://www.academia.edu/Documents/in/Situated_Learning?f_ri=4136"},{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology?f_ri=4136"},{"id":5425,"name":"Embodied Mind and Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Mind_and_Cognition?f_ri=4136"},{"id":9231,"name":"Biosemiotics","url":"https://www.academia.edu/Documents/in/Biosemiotics?f_ri=4136"},{"id":10498,"name":"Extended Mind","url":"https://www.academia.edu/Documents/in/Extended_Mind?f_ri=4136"},{"id":11096,"name":"Cultural Evolution","url":"https://www.academia.edu/Documents/in/Cultural_Evolution?f_ri=4136"},{"id":15180,"name":"Philosophy of Cognitive Science","url":"https://www.academia.edu/Documents/in/Philosophy_of_Cognitive_Science?f_ri=4136"},{"id":21449,"name":"Embodied Embedded Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Embedded_Cognition?f_ri=4136"},{"id":27785,"name":"Enactivism","url":"https://www.academia.edu/Documents/in/Enactivism?f_ri=4136"},{"id":31989,"name":"Embodied and Distributed Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Distributed_Cognition?f_ri=4136"},{"id":33713,"name":"Evolution and Human Behavior","url":"https://www.academia.edu/Documents/in/Evolution_and_Human_Behavior?f_ri=4136"},{"id":46937,"name":"Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Cognitive_Sciences?f_ri=4136"},{"id":82371,"name":"Extended Cognition","url":"https://www.academia.edu/Documents/in/Extended_Cognition?f_ri=4136"},{"id":362853,"name":"Embodied and Enactive Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Enactive_Cognition?f_ri=4136"},{"id":370998,"name":"Distributed Language","url":"https://www.academia.edu/Documents/in/Distributed_Language?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40829004" data-work_id="40829004" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40829004/Olfactory_Imagery_is_exactly_what_it_smells_like">Olfactory Imagery – is exactly what it smells like</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Mental Imagery, whereby we experience aspect of a perceptual scene or perceptual object in the absence of direct sensory stimulation is ubiquitous. Often the existence of mental imagery is demonstrated by asking one’s reader to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40829004" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Mental Imagery, whereby we experience aspect of a perceptual scene or perceptual object in the absence of direct sensory stimulation is ubiquitous. Often the existence of mental imagery is demonstrated by asking one’s reader to volitionally generate a visual object, such as closing ones eyes and imagining an apple. However, mental imagery also arises in auditory, tactile, interoceptive, and olfactory cases. A number of influential philosophical theories have attempted to explain mental imagery in terms of belief-based forms of representation using the Dependence Thesis, dependence upon means of access, such as enactivisim, or in terms of the similarity ofcontent with perceptual processing. The focus ofthis paper concerns the later approach and in particular assessing if Nanay’s promissory note that his theory is applicable to modalities other than vision, such as smell, seems likely to be of theoretical tender. The thesis argued for in this paper is that olfactory imagery exists and is best accounted for by considering it as a type of perceptual processing with a unique representational format relative to the olfactory perceptual modality. The paper concludes by summarizing the applicability of Nanay’s theory of mental imagery for olfaction and suggests some further issues that arise when transitioning to multi-modal mental imagery.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40829004" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="58126177954124c2d20bde1a33dfdb83" rel="nofollow" data-download="{"attachment_id":61112691,"asset_id":40829004,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61112691/download_file?st=MTczMjgyNzE4Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="496811" href="https://nevada-reno.academia.edu/BenjaminYoung">Benjamin D Young</a><script data-card-contents-for-user="496811" type="text/json">{"id":496811,"first_name":"Benjamin","last_name":"Young","domain_name":"nevada-reno","page_name":"BenjaminYoung","display_name":"Benjamin D Young","profile_url":"https://nevada-reno.academia.edu/BenjaminYoung?f_ri=4136","photo":"https://gravatar.com/avatar/8be30a26681e517b134615dc9738200a?s=65"}</script></span></span></li><li class="js-paper-rank-work_40829004 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40829004"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40829004, container: ".js-paper-rank-work_40829004", }); 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Often the existence of mental imagery is demonstrated by asking one’s reader to volitionally generate a visual object, such as closing ones eyes and imagining an apple. However, mental imagery also arises in auditory, tactile, interoceptive, and olfactory cases. A number of influential philosophical theories have attempted to explain mental imagery in terms of belief-based forms of representation using the Dependence Thesis, dependence upon means of access, such as enactivisim, or in terms of the similarity ofcontent with perceptual processing. The focus ofthis paper concerns the later approach and in particular assessing if Nanay’s promissory note that his theory is applicable to modalities other than vision, such as smell, seems likely to be of theoretical tender. The thesis argued for in this paper is that olfactory imagery exists and is best accounted for by considering it as a type of perceptual processing with a unique representational format relative to the olfactory perceptual modality. The paper concludes by summarizing the applicability of Nanay’s theory of mental imagery for olfaction and suggests some further issues that arise when transitioning to multi-modal mental imagery.","downloadable_attachments":[{"id":61112691,"asset_id":40829004,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":496811,"first_name":"Benjamin","last_name":"Young","domain_name":"nevada-reno","page_name":"BenjaminYoung","display_name":"Benjamin D Young","profile_url":"https://nevada-reno.academia.edu/BenjaminYoung?f_ri=4136","photo":"https://gravatar.com/avatar/8be30a26681e517b134615dc9738200a?s=65"}],"research_interests":[{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=4136","nofollow":false},{"id":4136,"name":"Mental 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functional reach (FR): A comparison of young and older adults</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47221379" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="65ce90f9700a685467cac67325a4e7a6" rel="nofollow" data-download="{"attachment_id":66429395,"asset_id":47221379,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66429395/download_file?st=MTczMjgyNzE4Nyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="117100728" href="https://independent.academia.edu/GabbardCarl">Carl Gabbard</a><script data-card-contents-for-user="117100728" type="text/json">{"id":117100728,"first_name":"Carl","last_name":"Gabbard","domain_name":"independent","page_name":"GabbardCarl","display_name":"Carl 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{"id":24672820,"title":"Object representation guides infants' reaching in the dark","created_at":"2016-04-22T20:17:13.448-07:00","url":"https://www.academia.edu/24672820/Object_representation_guides_infants_reaching_in_the_dark?f_ri=4136","dom_id":"work_24672820","summary":null,"downloadable_attachments":[{"id":45002461,"asset_id":24672820,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47564797,"first_name":"Ruth","last_name":"Litovsky","domain_name":"independent","page_name":"RuthLitovsky","display_name":"Ruth Litovsky","profile_url":"https://independent.academia.edu/RuthLitovsky?f_ri=4136","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4136","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4136","nofollow":false},{"id":4136,"name":"Mental 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href="https://www.academia.edu/22693525/Mental_Representation_of_Number_in_Different_Numerical_Forms">Mental Representation of Number in Different Numerical Forms</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22693525" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f0836f500df4fd995e72480f48cbb0a8" rel="nofollow" data-download="{"attachment_id":43271063,"asset_id":22693525,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen 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href="https://www.academia.edu/Documents/in/Mental_Representation">Mental Representation</a>, <script data-card-contents-for-ri="4136" type="text/json">{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10904" href="https://www.academia.edu/Documents/in/Electroencephalography">Electroencephalography</a><script data-card-contents-for-ri="10904" type="text/json">{"id":10904,"name":"Electroencephalography","url":"https://www.academia.edu/Documents/in/Electroencephalography?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22693525]'), work: {"id":22693525,"title":"Mental Representation of Number in Different Numerical 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Formation","url":"https://www.academia.edu/Documents/in/Concept_Formation?f_ri=4136"},{"id":203010,"name":"Human Brain","url":"https://www.academia.edu/Documents/in/Human_Brain?f_ri=4136"},{"id":968586,"name":"Visual Evoked Potentials","url":"https://www.academia.edu/Documents/in/Visual_Evoked_Potentials?f_ri=4136"},{"id":1315979,"name":"Time Course","url":"https://www.academia.edu/Documents/in/Time_Course?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65007698" data-work_id="65007698" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65007698/Role_of_spatial_frequencies_and_exposure_duration_in_face_processing_potential_consequences_on_the_memory_format_of_facial_representations">Role of spatial frequencies and exposure duration in face processing : potential consequences on the memory format of facial representations</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this research was to study the influence of exposure duration and the spatial-frequency composition of faces in a «same-different» judgment task. Subjects had to match two faces presented successively. The recognition rate... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65007698" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this research was to study the influence of exposure duration and the spatial-frequency composition of faces in a «same-different» judgment task. Subjects had to match two faces presented successively. The recognition rate depended on the spatial-frequency composition of the target face, and on exposure duration only for high-frequency stimuli. This effect was observed only for durations which were greater than Bloch&#39;s psychophysics threshold and only concerned the «same» face pairs. These results are quite consistent with the hypothesis that exposure duration has a differential effect on low and high frequency integration. They are discussed in relation to the single and dual-process models of the «same-different» judgment task (Farell, 1985). Potential consequences on the format of facial representations in memory are proposed</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65007698" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b35d6e5a4e9d5c6623949c182fe250ac" rel="nofollow" data-download="{"attachment_id":76780249,"asset_id":65007698,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76780249/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="49895020" href="https://independent.academia.edu/RVersace">Rémy Versace</a><script data-card-contents-for-user="49895020" type="text/json">{"id":49895020,"first_name":"Rémy","last_name":"Versace","domain_name":"independent","page_name":"RVersace","display_name":"Rémy Versace","profile_url":"https://independent.academia.edu/RVersace?f_ri=4136","photo":"https://0.academia-photos.com/49895020/21255625/20691246/s65_r_my.versace.jpg"}</script></span></span></li><li class="js-paper-rank-work_65007698 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65007698"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65007698, container: ".js-paper-rank-work_65007698", }); 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Some cases of individuals with autism have been reported who appear to have a mental age (MA) of considerably less ... with autism (eg Fein, Lucci 8c Waterhouse, 1990; Lewis 8c Boucher, 1991), none have specifically examined if... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11705891" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">... 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regarded as potent prototyping and communication tools. In training... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51378867" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Interactive navigable 3D visualisations of built and natural environments have become commonplace in design and planning of urban environments and landscapes, and are regarded as potent prototyping and communication tools. In training applications, for instance for fire fighters, virtual environments displayed on desktop monitors or on projection screens are used to represent situations and scenarios that cannot be created in</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51378867" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f4b3a5c32704fe4ee7140f1c458ce5bf" rel="nofollow" data-download="{"attachment_id":69128714,"asset_id":51378867,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69128714/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42738080" href="https://independent.academia.edu/JHoutkamp">J. 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primary semantic categories of nouns. The statistical result found for noun frequencies, compared with results from brain... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72432256" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We have analyzed data derived from large corpora of child language acquisition in the attempt to build a model of primary semantic categories of nouns. The statistical result found for noun frequencies, compared with results from brain imaging studies in adults suggests the possible existence of mental representations in early child development that shape the structure of the semantic space. We propose a set of primary categories of noun-concepts and investigate the influence of age and gender on the intensity of use of nouns from these categories. The statistical analysis of the progressive use of nouns from the proposed categories shows a coincidence with a wide range of theories of gender differences. From our data, it is not possible to distinguish between learned gender aptitudes and innate preferences. However, our statistical result supports the idea that gender distinctions may date to early human history.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72432256" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a648f8eb0badb39f6d1a1303c33acc65" rel="nofollow" data-download="{"attachment_id":81358699,"asset_id":72432256,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81358699/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46364314" href="https://independent.academia.edu/FilipAndonov">Filip Andonov</a><script data-card-contents-for-user="46364314" type="text/json">{"id":46364314,"first_name":"Filip","last_name":"Andonov","domain_name":"independent","page_name":"FilipAndonov","display_name":"Filip Andonov","profile_url":"https://independent.academia.edu/FilipAndonov?f_ri=4136","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_72432256 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72432256"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72432256, container: ".js-paper-rank-work_72432256", }); 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The statistical result found for noun frequencies, compared with results from brain imaging studies in adults suggests the possible existence of mental representations in early child development that shape the structure of the semantic space. We propose a set of primary categories of noun-concepts and investigate the influence of age and gender on the intensity of use of nouns from these categories. The statistical analysis of the progressive use of nouns from the proposed categories shows a coincidence with a wide range of theories of gender differences. From our data, it is not possible to distinguish between learned gender aptitudes and innate preferences. However, our statistical result supports the idea that gender distinctions may date to early human history.","downloadable_attachments":[{"id":81358699,"asset_id":72432256,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46364314,"first_name":"Filip","last_name":"Andonov","domain_name":"independent","page_name":"FilipAndonov","display_name":"Filip Andonov","profile_url":"https://independent.academia.edu/FilipAndonov?f_ri=4136","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4136","nofollow":false},{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=4136","nofollow":false},{"id":772,"name":"Human Evolution","url":"https://www.academia.edu/Documents/in/Human_Evolution?f_ri=4136","nofollow":false},{"id":1200,"name":"Languages and 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class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10311985" href="https://stanford.academia.edu/MarthaCooper">Martha Cooper</a><script data-card-contents-for-user="10311985" type="text/json">{"id":10311985,"first_name":"Martha","last_name":"Cooper","domain_name":"stanford","page_name":"MarthaCooper","display_name":"Martha Cooper","profile_url":"https://stanford.academia.edu/MarthaCooper?f_ri=4136","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_6485608 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6485608"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6485608, container: ".js-paper-rank-work_6485608", }); });</script></li><li 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href="https://www.academia.edu/2060768/La_min%C3%A9ralit%C3%A9_du_vin_mots_d_experts_et_de_consommateurs">La minéralité du vin : mots d’experts et de consommateurs</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Les sensations perçues au nez et en bouche jouent un rôle déterminant sur l’acceptation des vins par les consommateurs, au point que leurs préférences sont fréquemment fondées sur des attributs sensoriels qui relèvent de la flaveur,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2060768" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Les sensations perçues au nez et en bouche jouent un rôle déterminant sur l’acceptation des vins par les consommateurs, au point que leurs préférences sont fréquemment fondées sur des attributs sensoriels qui relèvent de la flaveur, lesquels viennent s’ajouter à une première appréhension visuelle. Il existe à ce titre un champ sensoriel encore peu exploré alors que nombre de prescripteurs s’en sont déjà emparés : la minéralité. Une première approche statistique montre que l’emploi de ce concept a grandement augmenté depuis une dizaine d’année dans tout type discursif et, en particulier, dans les discours marketing au sens large, tandis que les professionnels eux-mêmes ne sont pas toujours unanimes sur le sujet. Ce qui émerge est le caractère multimodal de cette sensation portée conjointement par des dimensions olfactives et gustatives. A cela s’ajoute des représentations fondées sur le lien au terroir, sur l’authenticité, sur le rapport aux vins blancs plus qu’aux vins rouges. En outre, cette sensation qui relève d'un processus dynamique, depuis l’olfaction jusqu’à la mise en bouche, repose sur des déterminants constitutifs du vin encore mal connus. Au terme de ces premières hypothèses, plusieurs questions restaient posées : Qu'est-ce qu'un vin minéral ? Quels sont les principaux  synonymes de minéralité ? Quel degré de superposition y-a-t-il entre minéral et minéralité ? Les professionnels et les non professionnels recourent-ils aux mêmes conceptualisations à cet égard ? Ces notions sont-elles identiques selon que l'on s'adresse à un vin blanc ou à un vin rouge ? Pour y répondre, l’Institut Œnologique de Champagne, le Centre des Sciences du Goût et de l'Alimentation (UMR 6265 CNRS, 1324 INRA-UB), le Laboratoire InterLangues Texte Image Langage (EA 4182) de l’Université de Bourgogne et l’Ecole d’ingénieurs de Changins (Suisse), avec le soutien de l’Union des Œnologues de France, ont entrepris une étude destinée à recueillir des éléments permettant d’approcher, à travers la combinatoire et la mise en discours de certains termes cibles, les modes de conceptualisation de ces notions. Pour ce faire, deux populations sont interrogées au sein de la sphère francophone franco-suisse, l'une constitués de consommateurs, l'autre de professionnels. La première étape, conduite au cours de l’année 2010-2011 sur un panel consommateur, a permis de recueillir un ensemble de quelque 400 réponses et de constituer un corpus discursif accompagné de méta-données sociologiques sur les répondants débouchant sur la différenciation de sous-corpus en fonction de critères se révélant pertinents, comme notamment l’âge, le sexe et surtout le degré de connaissances dans le domaine du vin. Une première analyse lexicale, conduite à partir de la recherche de proximités combinatoires avec le logiciel libre ®Concordancer for Windows, a permis de dégager les grandes tendances dans l’utilisation des termes minéralité/minéral en fonction des critères ci-dessus et révélant des traces de transferts du discours expert vers le discours consommateur.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2060768" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7f01ac5975e4e672d270e0e6971d227d" rel="nofollow" data-download="{"attachment_id":29683552,"asset_id":2060768,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/29683552/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="643393" href="https://u-bourgogne.academia.edu/LaurentGautier">Laurent Gautier</a><script data-card-contents-for-user="643393" type="text/json">{"id":643393,"first_name":"Laurent","last_name":"Gautier","domain_name":"u-bourgogne","page_name":"LaurentGautier","display_name":"Laurent Gautier","profile_url":"https://u-bourgogne.academia.edu/LaurentGautier?f_ri=4136","photo":"https://0.academia-photos.com/643393/236181/85933894/s65_laurent.gautier.jpeg"}</script></span></span></li><li class="js-paper-rank-work_2060768 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2060768"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2060768, container: ".js-paper-rank-work_2060768", }); 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$(".js-view-count[data-work-id=2060768]").text(description); $(".js-view-count-work_2060768").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2060768").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2060768"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4136" href="https://www.academia.edu/Documents/in/Mental_Representation">Mental Representation</a>, <script data-card-contents-for-ri="4136" type="text/json">{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5832" href="https://www.academia.edu/Documents/in/Terminology">Terminology</a>, <script data-card-contents-for-ri="5832" type="text/json">{"id":5832,"name":"Terminology","url":"https://www.academia.edu/Documents/in/Terminology?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="38516" href="https://www.academia.edu/Documents/in/Wine">Wine</a>, <script data-card-contents-for-ri="38516" type="text/json">{"id":38516,"name":"Wine","url":"https://www.academia.edu/Documents/in/Wine?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="67170" href="https://www.academia.edu/Documents/in/Oenology">Oenology</a><script data-card-contents-for-ri="67170" type="text/json">{"id":67170,"name":"Oenology","url":"https://www.academia.edu/Documents/in/Oenology?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2060768]'), work: {"id":2060768,"title":"La minéralité du vin : mots d’experts et de consommateurs","created_at":"2012-10-26T18:07:25.842-07:00","url":"https://www.academia.edu/2060768/La_min%C3%A9ralit%C3%A9_du_vin_mots_d_experts_et_de_consommateurs?f_ri=4136","dom_id":"work_2060768","summary":"Les sensations perçues au nez et en bouche jouent un rôle déterminant sur l’acceptation des vins par les consommateurs, au point que leurs préférences sont fréquemment fondées sur des attributs sensoriels qui relèvent de la flaveur, lesquels viennent s’ajouter à une première appréhension visuelle. Il existe à ce titre un champ sensoriel encore peu exploré alors que nombre de prescripteurs s’en sont déjà emparés : la minéralité. Une première approche statistique montre que l’emploi de ce concept a grandement augmenté depuis une dizaine d’année dans tout type discursif et, en particulier, dans les discours marketing au sens large, tandis que les professionnels eux-mêmes ne sont pas toujours unanimes sur le sujet. Ce qui émerge est le caractère multimodal de cette sensation portée conjointement par des dimensions olfactives et gustatives. A cela s’ajoute des représentations fondées sur le lien au terroir, sur l’authenticité, sur le rapport aux vins blancs plus qu’aux vins rouges. En outre, cette sensation qui relève d'un processus dynamique, depuis l’olfaction jusqu’à la mise en bouche, repose sur des déterminants constitutifs du vin encore mal connus. Au terme de ces premières hypothèses, plusieurs questions restaient posées : Qu'est-ce qu'un vin minéral ? Quels sont les principaux synonymes de minéralité ? Quel degré de superposition y-a-t-il entre minéral et minéralité ? Les professionnels et les non professionnels recourent-ils aux mêmes conceptualisations à cet égard ? Ces notions sont-elles identiques selon que l'on s'adresse à un vin blanc ou à un vin rouge ? Pour y répondre, l’Institut Œnologique de Champagne, le Centre des Sciences du Goût et de l'Alimentation (UMR 6265 CNRS, 1324 INRA-UB), le Laboratoire InterLangues Texte Image Langage (EA 4182) de l’Université de Bourgogne et l’Ecole d’ingénieurs de Changins (Suisse), avec le soutien de l’Union des Œnologues de France, ont entrepris une étude destinée à recueillir des éléments permettant d’approcher, à travers la combinatoire et la mise en discours de certains termes cibles, les modes de conceptualisation de ces notions. Pour ce faire, deux populations sont interrogées au sein de la sphère francophone franco-suisse, l'une constitués de consommateurs, l'autre de professionnels. La première étape, conduite au cours de l’année 2010-2011 sur un panel consommateur, a permis de recueillir un ensemble de quelque 400 réponses et de constituer un corpus discursif accompagné de méta-données sociologiques sur les répondants débouchant sur la différenciation de sous-corpus en fonction de critères se révélant pertinents, comme notamment l’âge, le sexe et surtout le degré de connaissances dans le domaine du vin. Une première analyse lexicale, conduite à partir de la recherche de proximités combinatoires avec le logiciel libre ®Concordancer for Windows, a permis de dégager les grandes tendances dans l’utilisation des termes minéralité/minéral en fonction des critères ci-dessus et révélant des traces de transferts du discours expert vers le discours consommateur.","downloadable_attachments":[{"id":29683552,"asset_id":2060768,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":643393,"first_name":"Laurent","last_name":"Gautier","domain_name":"u-bourgogne","page_name":"LaurentGautier","display_name":"Laurent Gautier","profile_url":"https://u-bourgogne.academia.edu/LaurentGautier?f_ri=4136","photo":"https://0.academia-photos.com/643393/236181/85933894/s65_laurent.gautier.jpeg"}],"research_interests":[{"id":4136,"name":"Mental 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Regarding professional musicians, recent brain imaging studies have demonstrated that auditory stimulation produces a co-activation of motor areas, whereas silent tapping of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17495332" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Performing music requires fast auditory and motor processing. Regarding professional musicians, recent brain imaging studies have demonstrated that auditory stimulation produces a co-activation of motor areas, whereas silent tapping of musical phrases evokes a co-activation in auditory regions. Whether this is obtained via a specific cerebral relay station is unclear. Furthermore, the time course of plasticity has not yet been addressed. Changes in cortical activation patterns (DC-EEG potentials) induced by short (20 minute) and long term (5 week) piano learning were investigated during auditory and motoric tasks. Two beginner groups were trained. The &#39;map&#39; group was allowed to learn the standard piano key-to-pitch map. For the &#39;no-map&#39; group, random assignment of keys to tones prevented such a map. Auditory-sensorimotor EEG co-activity occurred within only 20 minutes. The effect was enhanced after 5-week training, contributing elements of both perception and action ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17495332" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2c0bf9989bfc3e42c34ef50bc4e984dd" rel="nofollow" data-download="{"attachment_id":39542022,"asset_id":17495332,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39542022/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14574255" href="https://independent.academia.edu/EckartAltenm%C3%BCller">Eckart Altenmüller</a><script data-card-contents-for-user="14574255" type="text/json">{"id":14574255,"first_name":"Eckart","last_name":"Altenmüller","domain_name":"independent","page_name":"EckartAltenmüller","display_name":"Eckart Altenmüller","profile_url":"https://independent.academia.edu/EckartAltenm%C3%BCller?f_ri=4136","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_17495332 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17495332"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17495332, container: ".js-paper-rank-work_17495332", }); 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u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2405895/Developmental_topographical_disorientation_in_a_healthy_subject">Developmental topographical disorientation in a healthy subject</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We present the case of F.G., a healthy, normally developed 22-year-old male subject affected by a pervasive disorder in environmental orientation and navigation who presents no history of neurological or psychiatric disease. A... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2405895" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We present the case of F.G., a healthy, normally developed 22-year-old male subject affected by a pervasive disorder in environmental orientation and navigation who presents no history of neurological or psychiatric disease. A neuro-radiological examination showed no evidence of anatomical or structural alterations to the brain. We submitted the subject for a comprehensive neuropsychological assessment of the different cognitive processes involved in topographical orientation to evaluate his ability to navigate the spatial environment. The results confirmed a severe developmental topographical disorder and deficits in a number of specific cognitive processes directly or indirectly involved in navigation.The results are discussed with reference to the sole previously described case of developmental topographical disorientation (Pt1; Iaria et al., 2009). F.G. differs from the former case due to the following: the greater severity of his disorder, his complete lack of navigational skills, the failure to develop compensatory strategies, and the presence of a specific deficit in processing the spatial relationships between the parts of a whole.The present case not only confirms the existence of developmental topographical-skill disorders, but also sheds light on the architecture of topographical processes and their development in human beings.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2405895" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="883f1964ecd40682b117e770ac0f34dc" rel="nofollow" data-download="{"attachment_id":50643150,"asset_id":2405895,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50643150/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3126837" href="https://unicz.academia.edu/LianaPalermo">Liana Palermo</a><script data-card-contents-for-user="3126837" type="text/json">{"id":3126837,"first_name":"Liana","last_name":"Palermo","domain_name":"unicz","page_name":"LianaPalermo","display_name":"Liana Palermo","profile_url":"https://unicz.academia.edu/LianaPalermo?f_ri=4136","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-2405895">+2</span><div class="hidden js-additional-users-2405895"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/ChiaraIncoccia">Chiara Incoccia</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uniroma1.academia.edu/FilippoBianchini">Filippo Bianchini</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-2405895'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-2405895').html(); 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F.G. differs from the former case due to the following: the greater severity of his disorder, his complete lack of navigational skills, the failure to develop compensatory strategies, and the presence of a specific deficit in processing the spatial relationships between the parts of a whole.The present case not only confirms the existence of developmental topographical-skill disorders, but also sheds light on the architecture of topographical processes and their development in human beings.","downloadable_attachments":[{"id":50643150,"asset_id":2405895,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3126837,"first_name":"Liana","last_name":"Palermo","domain_name":"unicz","page_name":"LianaPalermo","display_name":"Liana 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href="https://www.academia.edu/Documents/in/Cognitive_Psychology">Cognitive Psychology</a>, <script data-card-contents-for-ri="236" type="text/json">{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="248" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a><script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74481528/Ju%C3%ADzos_e_valores_morais_a_perspectiva_de_investiga%C3%A7%C3%A3o_dos_modelos_organizadores_do_pensamento">Juízos e valores morais: a perspectiva de investigação dos modelos organizadores do pensamento</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As ideias propostas neste estudo teórico têm como objetivo ampliar as perspectivas de investigação sobre juízos e valores morais. Após uma reflexão crítica sobre teorias que contribuíram com importantes conceitos no campo da Psicologia... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74481528" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As ideias propostas neste estudo teórico têm como objetivo ampliar as perspectivas de investigação sobre juízos e valores morais. Após uma reflexão crítica sobre teorias que contribuíram com importantes conceitos no campo da Psicologia Moral, foram feitos alguns apontamentos que nos parecem promissores nessa área, tendo por referencial teórico-metodológico a Teoria dos Modelos Organizadores do Pensamento. Essa teoria procura destacar que apenas os recursos cognitivos operatórios não são suficientes para explicar como o sujeito apreende e julga a realidade. Nessa perspectiva, conclui-se como fundamental o papel dos conteúdos na organização das representações mentais relacionadas aos juízos e valores morais.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74481528" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f49601e300fc49f66cd11c1f9b4f4b9e" rel="nofollow" data-download="{"attachment_id":82619376,"asset_id":74481528,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82619376/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="176079890" href="https://independent.academia.edu/ValeriaArantes">Valeria Arantes</a><script data-card-contents-for-user="176079890" type="text/json">{"id":176079890,"first_name":"Valeria","last_name":"Arantes","domain_name":"independent","page_name":"ValeriaArantes","display_name":"Valeria Arantes","profile_url":"https://independent.academia.edu/ValeriaArantes?f_ri=4136","photo":"https://0.academia-photos.com/176079890/135560355/125006386/s65_valeria.arantes.jpeg"}</script></span></span></li><li class="js-paper-rank-work_74481528 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74481528"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74481528, container: ".js-paper-rank-work_74481528", }); 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class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34567902" data-work_id="34567902" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34567902/New_Online_Access_Proto_Sociology">New Online Access Proto Sociology</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ProtoSociology occupies an important position in the European intellectual scene, bridging philosophy, economics, sociology and related disciplines. Its volumes on rationality bring together concerns in all these topics, and present an... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34567902" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ProtoSociology occupies an important position in the European intellectual scene, bridging philosophy, economics, sociology and related disciplines. Its volumes on rationality bring together concerns in all these topics, and present an important challenge to the cognitive sciences. Donald Davidson ProtoSociology is a truly premier interdisciplinary journal that publishes articles and reviews on timely topics written by and for a wide range of international scholars. <br /><br />Roger Gibson</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34567902" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="99d2639b8ca24581d5cd4edbb030b864" rel="nofollow" data-download="{"attachment_id":54433497,"asset_id":34567902,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54433497/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13243215" href="https://uni-frankfurt.academia.edu/ProtoSociologyAnInternationalJournalandInterdisciplinaryProject">ProtoSociology An International Journal and Interdisciplinary Project</a><script data-card-contents-for-user="13243215" type="text/json">{"id":13243215,"first_name":"ProtoSociology","last_name":"An International Journal and Interdisciplinary Project","domain_name":"uni-frankfurt","page_name":"ProtoSociologyAnInternationalJournalandInterdisciplinaryProject","display_name":"ProtoSociology An International Journal and Interdisciplinary Project","profile_url":"https://uni-frankfurt.academia.edu/ProtoSociologyAnInternationalJournalandInterdisciplinaryProject?f_ri=4136","photo":"https://0.academia-photos.com/13243215/3722844/4361852/s65_protosociology.an_international_journal_and_interdisciplinary_project.jpg"}</script></span></span></li><li class="js-paper-rank-work_34567902 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34567902"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34567902, container: ".js-paper-rank-work_34567902", }); 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Epistemology","url":"https://www.academia.edu/Documents/in/Social_Ontology_and_Epistemology?f_ri=4136"},{"id":662207,"name":"Ontological Turn","url":"https://www.academia.edu/Documents/in/Ontological_Turn?f_ri=4136"},{"id":1197942,"name":"Social Science","url":"https://www.academia.edu/Documents/in/Social_Science?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31935340" data-work_id="31935340" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31935340/Ojeda_Aldariz_A_A_2017_febrero_Lo_conceptual_y_lo_no_conceptual_sobre_la_percepci%C3%B3n_visual_y_su_contenido_Master_s_Degree_Thesis_UNAM_IIF_FFyL_M%C3%A9xico_D_F_pdf">Ojeda-Aldariz, A. A. (2017, febrero). Lo conceptual y lo no conceptual: sobre la percepción visual y su contenido (Master’s Degree Thesis). UNAM-IIF-FFyL, México, D. F.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">El tema del presente trabajo es la noción de contenido no conceptual. Se toma partido en el debate entre quienes postulan contenido no conceptual y quienes rechazan tal suposición. En el presente trabajo se elabora la idea de que, de... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31935340" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">El tema del presente trabajo es la noción de contenido no conceptual.  Se toma partido en el debate entre  quienes postulan contenido no conceptual y quienes rechazan tal suposición. En el presente trabajo se elabora la idea de que, de hecho, necesitamos postular esta clase de contenido.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31935340" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7ef7cdff3aa5c47dcdbf62fc1e8d9411" rel="nofollow" data-download="{"attachment_id":52213783,"asset_id":31935340,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52213783/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23662438" href="https://uaem.academia.edu/aaojedaaldariz">Agustín A . Ojeda-Aldariz</a><script data-card-contents-for-user="23662438" type="text/json">{"id":23662438,"first_name":"Agustín","last_name":"Ojeda-Aldariz","domain_name":"uaem","page_name":"aaojedaaldariz","display_name":"Agustín A . Ojeda-Aldariz","profile_url":"https://uaem.academia.edu/aaojedaaldariz?f_ri=4136","photo":"https://0.academia-photos.com/23662438/6415864/102435312/s65_agust_n.ojeda-aldariz.jpg"}</script></span></span></li><li class="js-paper-rank-work_31935340 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31935340"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31935340, container: ".js-paper-rank-work_31935340", }); });</script></li><li class="js-percentile-work_31935340 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31935340; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31935340"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31935340 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31935340"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31935340; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31935340]").text(description); $(".js-view-count-work_31935340").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31935340").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31935340"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="4136" href="https://www.academia.edu/Documents/in/Mental_Representation">Mental Representation</a>, <script data-card-contents-for-ri="4136" type="text/json">{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5178" href="https://www.academia.edu/Documents/in/Phenomenology">Phenomenology</a>, <script data-card-contents-for-ri="5178" type="text/json">{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17728" href="https://www.academia.edu/Documents/in/Philosophy_of_perception">Philosophy of perception</a>, <script data-card-contents-for-ri="17728" type="text/json">{"id":17728,"name":"Philosophy of perception","url":"https://www.academia.edu/Documents/in/Philosophy_of_perception?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="29630" href="https://www.academia.edu/Documents/in/Gottlob_Frege">Gottlob Frege</a><script data-card-contents-for-ri="29630" type="text/json">{"id":29630,"name":"Gottlob Frege","url":"https://www.academia.edu/Documents/in/Gottlob_Frege?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31935340]'), work: {"id":31935340,"title":"Ojeda-Aldariz, A. 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work_1163007" data-work_id="1163007" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1163007/The_cognitive_structure_of_movements_in_classical_dance">The cognitive structure of movements in classical dance</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1163007" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3f06b40f4eba1c2e1bfda142a29e9209" rel="nofollow" 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{"id":1163007,"title":"The cognitive structure of movements in classical dance","created_at":"2011-12-17T04:38:22.369-08:00","url":"https://www.academia.edu/1163007/The_cognitive_structure_of_movements_in_classical_dance?f_ri=4136","dom_id":"work_1163007","summary":null,"downloadable_attachments":[{"id":51080501,"asset_id":1163007,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1053714,"first_name":"Bettina","last_name":"Bläsing","domain_name":"uni-bielefeld","page_name":"BettinaBläsing","display_name":"Bettina Bläsing","profile_url":"https://uni-bielefeld.academia.edu/BettinaBl%C3%A4sing?f_ri=4136","photo":"https://0.academia-photos.com/1053714/5430995/19068138/s65_bettina.bl_sing.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4136","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=4136","nofollow":false},{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=4136","nofollow":false},{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false},{"id":12050,"name":"Dancing","url":"https://www.academia.edu/Documents/in/Dancing?f_ri=4136"},{"id":15188,"name":"Sport And Exercise Psychology","url":"https://www.academia.edu/Documents/in/Sport_And_Exercise_Psychology?f_ri=4136"},{"id":29167,"name":"Dance","url":"https://www.academia.edu/Documents/in/Dance?f_ri=4136"},{"id":46858,"name":"Memory","url":"https://www.academia.edu/Documents/in/Memory?f_ri=4136"},{"id":58216,"name":"Ballet","url":"https://www.academia.edu/Documents/in/Ballet?f_ri=4136"},{"id":522465,"name":"Long Term Memory","url":"https://www.academia.edu/Documents/in/Long_Term_Memory?f_ri=4136"},{"id":1335649,"name":"Cognitive Structure","url":"https://www.academia.edu/Documents/in/Cognitive_Structure?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9308102" data-work_id="9308102" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9308102/Self_Explanations_How_Students_Study_and_Use_Examples_in_Learning_to_Solve_Problems">Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9308102" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self-explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such learning results in example-independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self-explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self-explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation-based learning to account for these psychological findings.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9308102" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bde88f69c45d0a3fe93e2adae19e7aff" rel="nofollow" data-download="{"attachment_id":47826884,"asset_id":9308102,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47826884/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21469151" href="https://sydney.academia.edu/PReimann">Peter Reimann</a><script data-card-contents-for-user="21469151" type="text/json">{"id":21469151,"first_name":"Peter","last_name":"Reimann","domain_name":"sydney","page_name":"PReimann","display_name":"Peter Reimann","profile_url":"https://sydney.academia.edu/PReimann?f_ri=4136","photo":"https://0.academia-photos.com/21469151/6702854/7572174/s65_peter.reimann.jpg"}</script></span></span></li><li class="js-paper-rank-work_9308102 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9308102"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9308102, container: ".js-paper-rank-work_9308102", }); 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$(".js-view-count[data-work-id=9308102]").text(description); $(".js-view-count-work_9308102").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9308102").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9308102"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4136" href="https://www.academia.edu/Documents/in/Mental_Representation">Mental Representation</a>, <script data-card-contents-for-ri="4136" type="text/json">{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9308102]'), work: {"id":9308102,"title":"Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems","created_at":"2014-11-14T09:19:02.496-08:00","url":"https://www.academia.edu/9308102/Self_Explanations_How_Students_Study_and_Use_Examples_in_Learning_to_Solve_Problems?f_ri=4136","dom_id":"work_9308102","summary":"The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self-explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such learning results in example-independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self-explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self-explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation-based learning to account for these psychological findings.","downloadable_attachments":[{"id":47826884,"asset_id":9308102,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21469151,"first_name":"Peter","last_name":"Reimann","domain_name":"sydney","page_name":"PReimann","display_name":"Peter Reimann","profile_url":"https://sydney.academia.edu/PReimann?f_ri=4136","photo":"https://0.academia-photos.com/21469151/6702854/7572174/s65_peter.reimann.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4136","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4136","nofollow":false},{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=4136","nofollow":false},{"id":18573,"name":"Categorization","url":"https://www.academia.edu/Documents/in/Categorization?f_ri=4136"},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=4136"},{"id":86845,"name":"Reasoning","url":"https://www.academia.edu/Documents/in/Reasoning?f_ri=4136"},{"id":163307,"name":"Facilitation","url":"https://www.academia.edu/Documents/in/Facilitation?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14808142" data-work_id="14808142" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14808142/Fenomenologia_e_Scienza_Cognitiva_Le_Ragioni_e_i_Modi_della_Loro_Integrazione_con_la_Discussione_di_Due_Possibili_Obiezioni">Fenomenologia e Scienza Cognitiva. Le Ragioni e i Modi della Loro Integrazione, con la Discussione di Due Possibili Obiezioni.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">During the last few decades, phenomenology became the main philosophical op- tion to account for the complexity and, at the same time, the extreme simplicity of consciousness. This paper, in the first place, aims at exposing the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14808142" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">During the last few decades, phenomenology became the main philosophical op- tion to account for the complexity and, at the same time, the extreme simplicity of consciousness. This paper, in the first place, aims at exposing the specificity of the transcendental method of phenomenology, as opposed to the naturalistic assump- tions of the neurocognitive sciences, and then it will expose the reasons that made desirable an operative integration of phenomenology and neuroscience. In spite of their alleged incommensurability, it will detail the influential theoretical results obtained by the hybrid research style called «neurophenomenology». In the second place, the paper will consider two different reasons of perplexity that motivated, among both phenomenologists and cognitive scientists, the resistance against this integration. To dissolve these perplexities, the paper will highlight how the key no- tions of body, interaction, and experience constitute an anti-metaphysical ground that is shared by both disciplines. <br />Keywords: cognitive science, neuropsychology, mind, consciousness, experience, phenonemenology, embodiment, interdisciplinarity, constructivism, emergentism, transcendentalism.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14808142" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="14cd056ed7f80f634f8dcf0795b3c568" rel="nofollow" data-download="{"attachment_id":38430149,"asset_id":14808142,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38430149/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="375944" href="https://unsw.academia.edu/MassimilianoCappuccio">Massimiliano L Cappuccio</a><script data-card-contents-for-user="375944" type="text/json">{"id":375944,"first_name":"Massimiliano","last_name":"Cappuccio","domain_name":"unsw","page_name":"MassimilianoCappuccio","display_name":"Massimiliano L Cappuccio","profile_url":"https://unsw.academia.edu/MassimilianoCappuccio?f_ri=4136","photo":"https://0.academia-photos.com/375944/116197/169667/s65_massimiliano.cappuccio.jpg"}</script></span></span></li><li class="js-paper-rank-work_14808142 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14808142"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14808142, container: ".js-paper-rank-work_14808142", }); 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$(".js-view-count[data-work-id=14808142]").text(description); $(".js-view-count-work_14808142").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14808142").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14808142"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="161" href="https://www.academia.edu/Documents/in/Neuroscience">Neuroscience</a>, <script data-card-contents-for-ri="161" type="text/json">{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="818" href="https://www.academia.edu/Documents/in/Philosophy_of_Action">Philosophy of Action</a>, <script data-card-contents-for-ri="818" type="text/json">{"id":818,"name":"Philosophy of Action","url":"https://www.academia.edu/Documents/in/Philosophy_of_Action?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4136" href="https://www.academia.edu/Documents/in/Mental_Representation">Mental Representation</a><script data-card-contents-for-ri="4136" type="text/json">{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14808142]'), work: {"id":14808142,"title":"Fenomenologia e Scienza Cognitiva. Le Ragioni e i Modi della Loro Integrazione, con la Discussione di Due Possibili Obiezioni.","created_at":"2015-08-09T22:49:37.069-07:00","url":"https://www.academia.edu/14808142/Fenomenologia_e_Scienza_Cognitiva_Le_Ragioni_e_i_Modi_della_Loro_Integrazione_con_la_Discussione_di_Due_Possibili_Obiezioni?f_ri=4136","dom_id":"work_14808142","summary":"During the last few decades, phenomenology became the main philosophical op- tion to account for the complexity and, at the same time, the extreme simplicity of consciousness. This paper, in the first place, aims at exposing the specificity of the transcendental method of phenomenology, as opposed to the naturalistic assump- tions of the neurocognitive sciences, and then it will expose the reasons that made desirable an operative integration of phenomenology and neuroscience. In spite of their alleged incommensurability, it will detail the influential theoretical results obtained by the hybrid research style called «neurophenomenology». In the second place, the paper will consider two different reasons of perplexity that motivated, among both phenomenologists and cognitive scientists, the resistance against this integration. To dissolve these perplexities, the paper will highlight how the key no- tions of body, interaction, and experience constitute an anti-metaphysical ground that is shared by both disciplines.\r\nKeywords: cognitive science, neuropsychology, mind, consciousness, experience, phenonemenology, embodiment, interdisciplinarity, constructivism, emergentism, transcendentalism.","downloadable_attachments":[{"id":38430149,"asset_id":14808142,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":375944,"first_name":"Massimiliano","last_name":"Cappuccio","domain_name":"unsw","page_name":"MassimilianoCappuccio","display_name":"Massimiliano L Cappuccio","profile_url":"https://unsw.academia.edu/MassimilianoCappuccio?f_ri=4136","photo":"https://0.academia-photos.com/375944/116197/169667/s65_massimiliano.cappuccio.jpg"}],"research_interests":[{"id":161,"name":"Neuroscience","url":"https://www.academia.edu/Documents/in/Neuroscience?f_ri=4136","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4136","nofollow":false},{"id":818,"name":"Philosophy of Action","url":"https://www.academia.edu/Documents/in/Philosophy_of_Action?f_ri=4136","nofollow":false},{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false},{"id":4419,"name":"Situated Cognition","url":"https://www.academia.edu/Documents/in/Situated_Cognition?f_ri=4136"},{"id":4420,"name":"Embodied Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Cognition?f_ri=4136"},{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology?f_ri=4136"},{"id":5425,"name":"Embodied Mind and Cognition","url":"https://www.academia.edu/Documents/in/Embodied_Mind_and_Cognition?f_ri=4136"},{"id":8418,"name":"Maurice Merleau-Ponty","url":"https://www.academia.edu/Documents/in/Maurice_Merleau-Ponty?f_ri=4136"},{"id":8436,"name":"Edmund Husserl","url":"https://www.academia.edu/Documents/in/Edmund_Husserl?f_ri=4136"},{"id":8437,"name":"Martin Heidegger","url":"https://www.academia.edu/Documents/in/Martin_Heidegger?f_ri=4136"},{"id":9040,"name":"Consciousness","url":"https://www.academia.edu/Documents/in/Consciousness?f_ri=4136"},{"id":10498,"name":"Extended Mind","url":"https://www.academia.edu/Documents/in/Extended_Mind?f_ri=4136"},{"id":19193,"name":"Embodied Mind Theory","url":"https://www.academia.edu/Documents/in/Embodied_Mind_Theory?f_ri=4136"},{"id":27785,"name":"Enactivism","url":"https://www.academia.edu/Documents/in/Enactivism?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8594565" data-work_id="8594565" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8594565/Attention_Intentionality_and_Mind_Reading_in_Aquinass_De_Malo_16_8_In_Aquinass_Disputed_Questions_on_Evil_Cambridge_UP_2015_">Attention, Intentionality, and Mind-Reading in Aquinas's "De Malo" 16.8 (In: Aquinas's Disputed Questions on Evil, Cambridge UP, 2015)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">It is commonly assumed that for Thomas Aquinas, intentionality (the characteristic of mental states such that they are “about” an object) has to do merely with mental representation (the characteristic of a mental state such that it is... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8594565" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">It is commonly assumed that for Thomas Aquinas, intentionality (the characteristic of mental states such that they are “about” an object) has to do merely with mental representation (the characteristic of a mental state such that it is “like” an object). I contend, however, that this account ignores the role of attention, in the everyday sense of actively focusing on or taking interest in something.  In order to uncover Aquinas's view of how attention factors into intentionality, this chapter focuses on Aquinas treatment of the problem of mind-reading in "De Malo" 16.8.  There, under the heading of “whether the demons cognize our thoughts," he raises a version of what I will call the “mind-reading question”: namely, if Person A could directly observe the inner workings of Person B’s mind, would A be able to see what B is thinking about, i.e., read B’s mind?  His answer reveals the role of attention in determining the intentional direction of a thought.  This text also offers an interesting approach to navigating contemporary questions about “reading minds” through neuroimaging, and shows that he distinguishes between cognition as a certain metaphysical reality in a cognitive power that is observable "from the outside", vs. as a psychological phenomenon with a subjective perspective that can only be experienced "from the inside."</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8594565" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="17679ab5d834fd5c4648187926f8898a" rel="nofollow" data-download="{"attachment_id":40700049,"asset_id":8594565,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40700049/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2286953" href="https://nd.academia.edu/ThereseScarpelliCory">Therese Scarpelli Cory</a><script data-card-contents-for-user="2286953" type="text/json">{"id":2286953,"first_name":"Therese","last_name":"Scarpelli Cory","domain_name":"nd","page_name":"ThereseScarpelliCory","display_name":"Therese Scarpelli Cory","profile_url":"https://nd.academia.edu/ThereseScarpelliCory?f_ri=4136","photo":"https://0.academia-photos.com/2286953/726602/4947690/s65_therese.scarpelli_cory.jpg"}</script></span></span></li><li class="js-paper-rank-work_8594565 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8594565"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8594565, container: ".js-paper-rank-work_8594565", }); 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$(".js-view-count[data-work-id=8594565]").text(description); $(".js-view-count-work_8594565").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8594565").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8594565"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="806" href="https://www.academia.edu/Documents/in/Philosophy_of_Mind">Philosophy of Mind</a>, <script data-card-contents-for-ri="806" type="text/json">{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="825" href="https://www.academia.edu/Documents/in/Medieval_Philosophy">Medieval Philosophy</a>, <script data-card-contents-for-ri="825" type="text/json">{"id":825,"name":"Medieval Philosophy","url":"https://www.academia.edu/Documents/in/Medieval_Philosophy?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4136" href="https://www.academia.edu/Documents/in/Mental_Representation">Mental Representation</a>, <script data-card-contents-for-ri="4136" type="text/json">{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6364" href="https://www.academia.edu/Documents/in/Aquinas">Aquinas</a><script data-card-contents-for-ri="6364" type="text/json">{"id":6364,"name":"Aquinas","url":"https://www.academia.edu/Documents/in/Aquinas?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8594565]'), work: {"id":8594565,"title":"Attention, Intentionality, and Mind-Reading in Aquinas's \"De Malo\" 16.8 (In: Aquinas's Disputed Questions on Evil, Cambridge UP, 2015)","created_at":"2014-10-01T18:25:21.264-07:00","url":"https://www.academia.edu/8594565/Attention_Intentionality_and_Mind_Reading_in_Aquinass_De_Malo_16_8_In_Aquinass_Disputed_Questions_on_Evil_Cambridge_UP_2015_?f_ri=4136","dom_id":"work_8594565","summary":"It is commonly assumed that for Thomas Aquinas, intentionality (the characteristic of mental states such that they are “about” an object) has to do merely with mental representation (the characteristic of a mental state such that it is “like” an object). I contend, however, that this account ignores the role of attention, in the everyday sense of actively focusing on or taking interest in something. In order to uncover Aquinas's view of how attention factors into intentionality, this chapter focuses on Aquinas treatment of the problem of mind-reading in \"De Malo\" 16.8. There, under the heading of “whether the demons cognize our thoughts,\" he raises a version of what I will call the “mind-reading question”: namely, if Person A could directly observe the inner workings of Person B’s mind, would A be able to see what B is thinking about, i.e., read B’s mind? His answer reveals the role of attention in determining the intentional direction of a thought. This text also offers an interesting approach to navigating contemporary questions about “reading minds” through neuroimaging, and shows that he distinguishes between cognition as a certain metaphysical reality in a cognitive power that is observable \"from the outside\", vs. as a psychological phenomenon with a subjective perspective that can only be experienced \"from the inside.\"","downloadable_attachments":[{"id":40700049,"asset_id":8594565,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2286953,"first_name":"Therese","last_name":"Scarpelli Cory","domain_name":"nd","page_name":"ThereseScarpelliCory","display_name":"Therese Scarpelli Cory","profile_url":"https://nd.academia.edu/ThereseScarpelliCory?f_ri=4136","photo":"https://0.academia-photos.com/2286953/726602/4947690/s65_therese.scarpelli_cory.jpg"}],"research_interests":[{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind?f_ri=4136","nofollow":false},{"id":825,"name":"Medieval Philosophy","url":"https://www.academia.edu/Documents/in/Medieval_Philosophy?f_ri=4136","nofollow":false},{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false},{"id":6364,"name":"Aquinas","url":"https://www.academia.edu/Documents/in/Aquinas?f_ri=4136","nofollow":false},{"id":7457,"name":"Demonology","url":"https://www.academia.edu/Documents/in/Demonology?f_ri=4136"},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=4136"},{"id":10500,"name":"Intentionality","url":"https://www.academia.edu/Documents/in/Intentionality?f_ri=4136"},{"id":10860,"name":"Thomas Aquinas","url":"https://www.academia.edu/Documents/in/Thomas_Aquinas?f_ri=4136"},{"id":31553,"name":"Qualia","url":"https://www.academia.edu/Documents/in/Qualia?f_ri=4136"},{"id":102962,"name":"St Thomas Aquinas","url":"https://www.academia.edu/Documents/in/St_Thomas_Aquinas?f_ri=4136"},{"id":348208,"name":"Mind Reading","url":"https://www.academia.edu/Documents/in/Mind_Reading?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9308103" data-work_id="9308103" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9308103/Self_Explanations_How_Students_Study_and_Use_Examples_in_Learning_to_Solve_Problems">Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9308103" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="90276d79204aba02861c20397ad5e593" rel="nofollow" data-download="{"attachment_id":47826860,"asset_id":9308103,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47826860/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21469151" href="https://sydney.academia.edu/PReimann">Peter Reimann</a><script data-card-contents-for-user="21469151" type="text/json">{"id":21469151,"first_name":"Peter","last_name":"Reimann","domain_name":"sydney","page_name":"PReimann","display_name":"Peter Reimann","profile_url":"https://sydney.academia.edu/PReimann?f_ri=4136","photo":"https://0.academia-photos.com/21469151/6702854/7572174/s65_peter.reimann.jpg"}</script></span></span></li><li class="js-paper-rank-work_9308103 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9308103"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9308103, container: ".js-paper-rank-work_9308103", }); });</script></li><li class="js-percentile-work_9308103 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9308103; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_9308103"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_9308103 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="9308103"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9308103; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9308103]").text(description); $(".js-view-count-work_9308103").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9308103").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9308103"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4136" href="https://www.academia.edu/Documents/in/Mental_Representation">Mental Representation</a>, <script data-card-contents-for-ri="4136" type="text/json">{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9308103]'), work: {"id":9308103,"title":"Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems","created_at":"2014-11-14T09:19:02.614-08:00","url":"https://www.academia.edu/9308103/Self_Explanations_How_Students_Study_and_Use_Examples_in_Learning_to_Solve_Problems?f_ri=4136","dom_id":"work_9308103","summary":null,"downloadable_attachments":[{"id":47826860,"asset_id":9308103,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21469151,"first_name":"Peter","last_name":"Reimann","domain_name":"sydney","page_name":"PReimann","display_name":"Peter Reimann","profile_url":"https://sydney.academia.edu/PReimann?f_ri=4136","photo":"https://0.academia-photos.com/21469151/6702854/7572174/s65_peter.reimann.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4136","nofollow":false},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=4136","nofollow":false},{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=4136","nofollow":false},{"id":18573,"name":"Categorization","url":"https://www.academia.edu/Documents/in/Categorization?f_ri=4136"},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=4136"},{"id":86845,"name":"Reasoning","url":"https://www.academia.edu/Documents/in/Reasoning?f_ri=4136"},{"id":163307,"name":"Facilitation","url":"https://www.academia.edu/Documents/in/Facilitation?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_77668075" data-work_id="77668075" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/77668075/Descartes_on_Representation_Presentation_and_the_Real_Natures">Descartes on Representation, Presentation, and the Real Natures</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This dissertation concerns two controversial aspects of Descartes’ philosophy. The first is the meaning of the distinction between the material and objective senses of the word “idea.” The second is an alleged tension between the Fifth... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77668075" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This dissertation concerns two controversial aspects of Descartes’ philosophy. The first is the meaning of the distinction between the material and objective senses of the word “idea.” The second is an alleged tension between the Fifth Meditation’s claim that the real natures are mind-independent and the claim of the Principles that universals are mind-dependent.<br /><br />In the first chapter, I take up the material sense, and argue against those interpretations which see it as a category for the contentless ontology of ideas. I argue that the textual evidence points to the material sense being Descartes’ category for phenomenological description of how things seem to be to a given mind when it has a given idea. In particular, I argue that he deploys the material sense in his discussions of abstractions and that this points to the material sense being a category for content that lacks existential implication for the extramental world.<br /><br />In the second chapter, I take up the ontology of the real natures, and suggest that there is no tension between the Fifth Meditation and the Principles because Descartes accepts two things under the term “nature,” namely, universals and individual essences. I suggest Descartes is committed to Platonism about individual essences in the Fifth Meditation, and that in the Principles he is concerned only with universals, about which he is a conceptualist. I further suggest that individual essences play key roles in both singular and universal thought.<br /><br />In the third chapter, I take up the objective sense, and the widespread interpretation of this sense of ideas as concerning current presentational or phenomenological content. I suggest that this account struggles with cases where there is stability in the object of thought paired with changes in the associated phenomenology. I propose that we ought to reject a straightforward equation of the objective sense with current presentational content, and instead adopt a scheme according to which what has objective being in an idea is the sum total of thinkable, essential features of the object, and that when an idea is clear and distinct, what we perceive has objective being in the idea.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77668075" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c92697c93ebbf63a7ec776cd19ce60dc" rel="nofollow" data-download="{"attachment_id":84976127,"asset_id":77668075,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84976127/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11161295" href="https://nd.academia.edu/JohnHanson">John A Hanson</a><script data-card-contents-for-user="11161295" type="text/json">{"id":11161295,"first_name":"John","last_name":"Hanson","domain_name":"nd","page_name":"JohnHanson","display_name":"John A Hanson","profile_url":"https://nd.academia.edu/JohnHanson?f_ri=4136","photo":"https://0.academia-photos.com/11161295/3291461/134460324/s65_john.hanson.jpeg"}</script></span></span></li><li class="js-paper-rank-work_77668075 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77668075"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77668075, container: ".js-paper-rank-work_77668075", }); 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$(".js-view-count[data-work-id=77668075]").text(description); $(".js-view-count-work_77668075").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_77668075").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="77668075"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="803" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="804" href="https://www.academia.edu/Documents/in/Metaphysics">Metaphysics</a>, <script data-card-contents-for-ri="804" type="text/json">{"id":804,"name":"Metaphysics","url":"https://www.academia.edu/Documents/in/Metaphysics?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="806" href="https://www.academia.edu/Documents/in/Philosophy_of_Mind">Philosophy of Mind</a>, <script data-card-contents-for-ri="806" type="text/json">{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="815" href="https://www.academia.edu/Documents/in/Epistemology">Epistemology</a><script data-card-contents-for-ri="815" type="text/json">{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=77668075]'), work: {"id":77668075,"title":"Descartes on Representation, Presentation, and the Real Natures","created_at":"2022-04-26T05:47:22.112-07:00","url":"https://www.academia.edu/77668075/Descartes_on_Representation_Presentation_and_the_Real_Natures?f_ri=4136","dom_id":"work_77668075","summary":"This dissertation concerns two controversial aspects of Descartes’ philosophy. The first is the meaning of the distinction between the material and objective senses of the word “idea.” The second is an alleged tension between the Fifth Meditation’s claim that the real natures are mind-independent and the claim of the Principles that universals are mind-dependent.\n\nIn the first chapter, I take up the material sense, and argue against those interpretations which see it as a category for the contentless ontology of ideas. I argue that the textual evidence points to the material sense being Descartes’ category for phenomenological description of how things seem to be to a given mind when it has a given idea. In particular, I argue that he deploys the material sense in his discussions of abstractions and that this points to the material sense being a category for content that lacks existential implication for the extramental world.\n\nIn the second chapter, I take up the ontology of the real natures, and suggest that there is no tension between the Fifth Meditation and the Principles because Descartes accepts two things under the term “nature,” namely, universals and individual essences. I suggest Descartes is committed to Platonism about individual essences in the Fifth Meditation, and that in the Principles he is concerned only with universals, about which he is a conceptualist. I further suggest that individual essences play key roles in both singular and universal thought.\n\nIn the third chapter, I take up the objective sense, and the widespread interpretation of this sense of ideas as concerning current presentational or phenomenological content. I suggest that this account struggles with cases where there is stability in the object of thought paired with changes in the associated phenomenology. I propose that we ought to reject a straightforward equation of the objective sense with current presentational content, and instead adopt a scheme according to which what has objective being in an idea is the sum total of thinkable, essential features of the object, and that when an idea is clear and distinct, what we perceive has objective being in the idea.","downloadable_attachments":[{"id":84976127,"asset_id":77668075,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11161295,"first_name":"John","last_name":"Hanson","domain_name":"nd","page_name":"JohnHanson","display_name":"John A Hanson","profile_url":"https://nd.academia.edu/JohnHanson?f_ri=4136","photo":"https://0.academia-photos.com/11161295/3291461/134460324/s65_john.hanson.jpeg"}],"research_interests":[{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=4136","nofollow":false},{"id":804,"name":"Metaphysics","url":"https://www.academia.edu/Documents/in/Metaphysics?f_ri=4136","nofollow":false},{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind?f_ri=4136","nofollow":false},{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=4136","nofollow":false},{"id":911,"name":"17th Century \u0026 Early Modern Philosophy","url":"https://www.academia.edu/Documents/in/17th_Century_and_Early_Modern_Philosophy?f_ri=4136"},{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136"},{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology?f_ri=4136"},{"id":10474,"name":"René Descartes","url":"https://www.academia.edu/Documents/in/Ren%C3%A9_Descartes?f_ri=4136"},{"id":11745,"name":"Early Modern Science and Philosophy","url":"https://www.academia.edu/Documents/in/Early_Modern_Science_and_Philosophy?f_ri=4136"},{"id":18126,"name":"René Descartes (in Philosophy/History Of Philosophy/17th Century Early Modern Philosophy)","url":"https://www.academia.edu/Documents/in/Rene_Descartes_in_Philosophy_History_Of_Philosophy_17th_Century_Early_Modern_Philosophy_?f_ri=4136"},{"id":19356,"name":"Universals","url":"https://www.academia.edu/Documents/in/Universals?f_ri=4136"},{"id":19940,"name":"History Of Modern Philosophy","url":"https://www.academia.edu/Documents/in/History_Of_Modern_Philosophy?f_ri=4136"},{"id":31353,"name":"Descartes","url":"https://www.academia.edu/Documents/in/Descartes?f_ri=4136"},{"id":38772,"name":"Early Modern Philosophy","url":"https://www.academia.edu/Documents/in/Early_Modern_Philosophy?f_ri=4136"},{"id":620285,"name":"History of Philosophy","url":"https://www.academia.edu/Documents/in/History_of_Philosophy?f_ri=4136"},{"id":1266728,"name":"History and Philosophy of Science","url":"https://www.academia.edu/Documents/in/History_and_Philosophy_of_Science-21?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2358772" data-work_id="2358772" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2358772/Brentano_and_Aristotle_on_the_Ontology_of_Intentionality">Brentano and Aristotle on the Ontology of Intentionality</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">It is often claimed that Brentano’s rediscovery of intentionality has been strongly influenced by Aristotle. Brentano himself stressed repeatedly his affinity to Aristotle and this self-interpretation was by no means restricted to the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2358772" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">It is often claimed that Brentano’s rediscovery of intentionality has been strongly influenced by Aristotle. Brentano himself stressed repeatedly his affinity to Aristotle and this self-interpretation was by no means restricted to the theory of intentionality. In fact, Brentano seemed to believe that almost all of what he had discovered during his most influential years (1874–1895) has its more or less remote roots in the philosophy of Aristotle. Yet if we carefully compare the picture of intentionality that is to be found in Aristotle’s De Anima with Brentano’s theory of immanent objects, we find more differences than similarities. The truth is that Brentano developed a quite different ontology of intentionality, and his references to Aristotle should be seen as a conventional homage to his master rather than as something of substance that could help us to understand better Brentano’s own theory. What Brentano in fact took from Aristotle was rather his way of doing philosophy and certain isolated ideas, but certainly not theories in their entirety.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2358772" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8a4a600339df60e92a654a8b4384bba9" rel="nofollow" data-download="{"attachment_id":32218824,"asset_id":2358772,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32218824/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3008526" href="https://uj-pl.academia.edu/ArkadiuszChrudzimski">Arkadiusz Chrudzimski</a><script data-card-contents-for-user="3008526" type="text/json">{"id":3008526,"first_name":"Arkadiusz","last_name":"Chrudzimski","domain_name":"uj-pl","page_name":"ArkadiuszChrudzimski","display_name":"Arkadiusz Chrudzimski","profile_url":"https://uj-pl.academia.edu/ArkadiuszChrudzimski?f_ri=4136","photo":"https://0.academia-photos.com/3008526/991943/19177583/s65_arkadiusz.chrudzimski.jpg"}</script></span></span></li><li class="js-paper-rank-work_2358772 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2358772"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2358772, container: ".js-paper-rank-work_2358772", }); 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$(".js-view-count[data-work-id=2358772]").text(description); $(".js-view-count-work_2358772").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2358772").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2358772"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="804" href="https://www.academia.edu/Documents/in/Metaphysics">Metaphysics</a>, <script data-card-contents-for-ri="804" type="text/json">{"id":804,"name":"Metaphysics","url":"https://www.academia.edu/Documents/in/Metaphysics?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="805" href="https://www.academia.edu/Documents/in/Ontology">Ontology</a>, <script data-card-contents-for-ri="805" type="text/json">{"id":805,"name":"Ontology","url":"https://www.academia.edu/Documents/in/Ontology?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="806" href="https://www.academia.edu/Documents/in/Philosophy_of_Mind">Philosophy of Mind</a>, <script data-card-contents-for-ri="806" type="text/json">{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="868" href="https://www.academia.edu/Documents/in/Philosophical_Psychology">Philosophical Psychology</a><script data-card-contents-for-ri="868" type="text/json">{"id":868,"name":"Philosophical Psychology","url":"https://www.academia.edu/Documents/in/Philosophical_Psychology?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2358772]'), work: {"id":2358772,"title":"Brentano and Aristotle on the Ontology of Intentionality","created_at":"2013-01-03T22:19:02.149-08:00","url":"https://www.academia.edu/2358772/Brentano_and_Aristotle_on_the_Ontology_of_Intentionality?f_ri=4136","dom_id":"work_2358772","summary":"It is often claimed that Brentano’s rediscovery of intentionality has been strongly influenced by Aristotle. Brentano himself stressed repeatedly his affinity to Aristotle and this self-interpretation was by no means restricted to the theory of intentionality. In fact, Brentano seemed to believe that almost all of what he had discovered during his most influential years (1874–1895) has its more or less remote roots in the philosophy of Aristotle. Yet if we carefully compare the picture of intentionality that is to be found in Aristotle’s De Anima with Brentano’s theory of immanent objects, we find more differences than similarities. The truth is that Brentano developed a quite different ontology of intentionality, and his references to Aristotle should be seen as a conventional homage to his master rather than as something of substance that could help us to understand better Brentano’s own theory. What Brentano in fact took from Aristotle was rather his way of doing philosophy and certain isolated ideas, but certainly not theories in their entirety.","downloadable_attachments":[{"id":32218824,"asset_id":2358772,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3008526,"first_name":"Arkadiusz","last_name":"Chrudzimski","domain_name":"uj-pl","page_name":"ArkadiuszChrudzimski","display_name":"Arkadiusz Chrudzimski","profile_url":"https://uj-pl.academia.edu/ArkadiuszChrudzimski?f_ri=4136","photo":"https://0.academia-photos.com/3008526/991943/19177583/s65_arkadiusz.chrudzimski.jpg"}],"research_interests":[{"id":804,"name":"Metaphysics","url":"https://www.academia.edu/Documents/in/Metaphysics?f_ri=4136","nofollow":false},{"id":805,"name":"Ontology","url":"https://www.academia.edu/Documents/in/Ontology?f_ri=4136","nofollow":false},{"id":806,"name":"Philosophy of Mind","url":"https://www.academia.edu/Documents/in/Philosophy_of_Mind?f_ri=4136","nofollow":false},{"id":868,"name":"Philosophical Psychology","url":"https://www.academia.edu/Documents/in/Philosophical_Psychology?f_ri=4136","nofollow":false},{"id":2019,"name":"Aristotle","url":"https://www.academia.edu/Documents/in/Aristotle?f_ri=4136"},{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136"},{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology?f_ri=4136"},{"id":8435,"name":"Franz Brentano","url":"https://www.academia.edu/Documents/in/Franz_Brentano?f_ri=4136"},{"id":10500,"name":"Intentionality","url":"https://www.academia.edu/Documents/in/Intentionality?f_ri=4136"},{"id":10501,"name":"Mental Representation and Content","url":"https://www.academia.edu/Documents/in/Mental_Representation_and_Content?f_ri=4136"},{"id":11117,"name":"School of Brentano","url":"https://www.academia.edu/Documents/in/School_of_Brentano?f_ri=4136"},{"id":11849,"name":"Austrian Philosophy","url":"https://www.academia.edu/Documents/in/Austrian_Philosophy?f_ri=4136"},{"id":12658,"name":"Duns Scotus","url":"https://www.academia.edu/Documents/in/Duns_Scotus?f_ri=4136"},{"id":199832,"name":"Mediaeval Philosophy","url":"https://www.academia.edu/Documents/in/Mediaeval_Philosophy?f_ri=4136"},{"id":251501,"name":"Realist Phenomenology","url":"https://www.academia.edu/Documents/in/Realist_Phenomenology?f_ri=4136"},{"id":538186,"name":"Intentional object","url":"https://www.academia.edu/Documents/in/Intentional_object?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64884081" data-work_id="64884081" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64884081/Metacognition_and_Reflection_by_Interdisciplinary_Experts_Insights_from_Cognitive_Science_and_Philosophy">Metacognition and Reflection by Interdisciplinary Experts: Insights from Cognitive Science and Philosophy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Interdisciplinary understanding requires integration of insights from different perspectives, yet it appears questionable whether disciplinary expertsare well prepared for this. Indeed, psychological and cognitive scientific studies... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64884081" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Interdisciplinary understanding requires integration of insights from different perspectives, yet it appears questionable whether disciplinary expertsare well prepared for this. Indeed, psychological and cognitive scientific studies suggest that expertise can be disadvantageous because experts are often more biased than non-experts, for example, or fixed on certain approaches, and less flexible in novel situations or situations outside their domain of expertise. An explanation is that experts’ conscious and unconscious cognition and behavior depend upon their learning and acquisition of a set of mental representations or knowledge structures. Compared to beginners in a field, experts have assembled a much larger set of representations that are also more complex, facilitating fast and adequate perception in responding to relevant situations. This article argues how metacognition should be employed in order to mitigate such disadvantages of expertise: By metacognitively monitoring and...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64884081" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a1aa3c2a0d76610b6a2f2b78b6bb657" rel="nofollow" data-download="{"attachment_id":76710689,"asset_id":64884081,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76710689/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="98262" href="https://uva.academia.edu/MachielKeestra">Machiel Keestra</a><script data-card-contents-for-user="98262" type="text/json">{"id":98262,"first_name":"Machiel","last_name":"Keestra","domain_name":"uva","page_name":"MachielKeestra","display_name":"Machiel Keestra","profile_url":"https://uva.academia.edu/MachielKeestra?f_ri=4136","photo":"https://0.academia-photos.com/98262/27140/25021/s65_machiel.keestra.jpg"}</script></span></span></li><li class="js-paper-rank-work_64884081 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64884081"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64884081, container: ".js-paper-rank-work_64884081", }); 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$(".js-view-count[data-work-id=64884081]").text(description); $(".js-view-count-work_64884081").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_64884081").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="64884081"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="821" href="https://www.academia.edu/Documents/in/Philosophy_of_Science">Philosophy of Science</a>, <script data-card-contents-for-ri="821" type="text/json">{"id":821,"name":"Philosophy of Science","url":"https://www.academia.edu/Documents/in/Philosophy_of_Science?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1851" href="https://www.academia.edu/Documents/in/Expertise">Expertise</a>, <script data-card-contents-for-ri="1851" type="text/json">{"id":1851,"name":"Expertise","url":"https://www.academia.edu/Documents/in/Expertise?f_ri=4136","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4136" href="https://www.academia.edu/Documents/in/Mental_Representation">Mental Representation</a><script data-card-contents-for-ri="4136" type="text/json">{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=64884081]'), work: {"id":64884081,"title":"Metacognition and Reflection by Interdisciplinary Experts: Insights from Cognitive Science and Philosophy","created_at":"2021-12-17T10:22:42.845-08:00","url":"https://www.academia.edu/64884081/Metacognition_and_Reflection_by_Interdisciplinary_Experts_Insights_from_Cognitive_Science_and_Philosophy?f_ri=4136","dom_id":"work_64884081","summary":"Interdisciplinary understanding requires integration of insights from different perspectives, yet it appears questionable whether disciplinary expertsare well prepared for this. Indeed, psychological and cognitive scientific studies suggest that expertise can be disadvantageous because experts are often more biased than non-experts, for example, or fixed on certain approaches, and less flexible in novel situations or situations outside their domain of expertise. An explanation is that experts’ conscious and unconscious cognition and behavior depend upon their learning and acquisition of a set of mental representations or knowledge structures. Compared to beginners in a field, experts have assembled a much larger set of representations that are also more complex, facilitating fast and adequate perception in responding to relevant situations. This article argues how metacognition should be employed in order to mitigate such disadvantages of expertise: By metacognitively monitoring and...","downloadable_attachments":[{"id":76710689,"asset_id":64884081,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":98262,"first_name":"Machiel","last_name":"Keestra","domain_name":"uva","page_name":"MachielKeestra","display_name":"Machiel Keestra","profile_url":"https://uva.academia.edu/MachielKeestra?f_ri=4136","photo":"https://0.academia-photos.com/98262/27140/25021/s65_machiel.keestra.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=4136","nofollow":false},{"id":821,"name":"Philosophy of Science","url":"https://www.academia.edu/Documents/in/Philosophy_of_Science?f_ri=4136","nofollow":false},{"id":1851,"name":"Expertise","url":"https://www.academia.edu/Documents/in/Expertise?f_ri=4136","nofollow":false},{"id":4136,"name":"Mental Representation","url":"https://www.academia.edu/Documents/in/Mental_Representation?f_ri=4136","nofollow":false},{"id":4858,"name":"Team Cognition","url":"https://www.academia.edu/Documents/in/Team_Cognition?f_ri=4136"},{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition?f_ri=4136"},{"id":26510,"name":"Interdisciplinary Studies","url":"https://www.academia.edu/Documents/in/Interdisciplinary_Studies?f_ri=4136"},{"id":81390,"name":"Interdisciplinary research","url":"https://www.academia.edu/Documents/in/Interdisciplinary_research?f_ri=4136"},{"id":1018605,"name":"Philosophical Assumptions","url":"https://www.academia.edu/Documents/in/Philosophical_Assumptions?f_ri=4136"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7183409" data-work_id="7183409" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7183409/Does_order_and_timing_in_performance_of_imagined_and_actual_movements_affect_the_motor_imagery_process_The_duration_of_walking_and_writing_task">Does order and timing in performance of imagined and actual movements affect the motor imagery process? The duration of walking and writing task</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7183409" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cd406f7f232d85984a0be8b44e8f9cbf" rel="nofollow" data-download="{"attachment_id":48570587,"asset_id":7183409,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48570587/download_file?st=MTczMjgyNzE4OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12437700" href="https://u-bourgogne.academia.edu/ThierryPozzo">Thierry Pozzo</a><script data-card-contents-for-user="12437700" type="text/json">{"id":12437700,"first_name":"Thierry","last_name":"Pozzo","domain_name":"u-bourgogne","page_name":"ThierryPozzo","display_name":"Thierry Pozzo","profile_url":"https://u-bourgogne.academia.edu/ThierryPozzo?f_ri=4136","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_7183409 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7183409"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7183409, container: ".js-paper-rank-work_7183409", }); 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