Theory of Thought

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Author : B. P. Bowne
Genre :

Summary :

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Author : Britt Glatzeder
Genre : Psychology

Summary : What is Thinking? – Trying to Define an Equally Fascinating and Elusive Phenomenon Human thinking is probably the most complex phenomenon that evolution has come up with until now. There exists a broad spectrum of definitions, from subs- ing almost all processes of cognition to limiting it to language-based, sometimes even only to formalizable reasoning processes. We work with a “medium sized” definition according to which thinking encompasses all operations by which cog- tive agents link mental content in order to gain new insights or perspectives. Mental content is, thus, a prerequisite for and the substrate on which thinking operations are executed. The largely unconscious acts of perceptual object stabilization, ca- gorization, emotional evaluation – and retrieving all the above from memory inscriptions – are the processes by which mental content is generated, and are, therefore, seen as prerequisites for thinking operations. In terms of a differentia specifica, the notion of “thinking” is seen as narrower than the notion of “cognition” and as wider than the notion of “reasoning”. Thinking is, thus, seen as a subset of cognition processes; and reasoning processes are seen as a subset of thinking. Besides reasoning, the notion of thinking includes also nonexplicit, intuitive, and associative processes of linking mental content. According to this definition, thinking is not dependant on language, i. e. also many animals and certainly all mammals show early forms of thinking.

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Author : Rebecca Saxe
Genre : Neurosciences

Summary : The articles in this special issue use a wide range of techniques and subject populations to address fundamental questions about the cognitive and neural structure of theory of mind.

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Author : Borden Parker Bowne
Genre : Knowledge, Theory of

Summary : "Philosophy aims at a rational comprehension of reality. But the instrument of philosophy is thought itself. All systems of whatever kind, even systems of doubt and denial, must recognize the existence of laws of thought whereby the normal processes and results of thinking are distinguished from the abnormal. Without such recognition there is no distinction between rational and irrational, and naught remains but caprice, obstinacy, and infatuation. Hence the logical order of philosophical study is logic, epistemology, and metaphysics. The first treats of the laws of normal thinking, or the science of thought. The second applies these laws to the problem of knowledge, and, by analyzing the idea of knowledge, aims to discover its general conditions and implications. These two are only different aspects of the one question. The third asks after the final conceptions reached by thought concerning real existence, or, more specifically, concerning man, nature, and the fundamental reality. We have, then, as the most significant divisions of philosophic study the following: 1. Logic, or the Theory of Thought; 2. Epistemology, or the Theory of Knowledge; 3. Metaphysics, or the Theory of Being. The first two divisions will be discussed in the present volume. The third will be postponed to a second volume. A detailed and exhaustive discussion is not aimed at in the present work. The plan is rather to select such fundamental points for discussion as shall give the reader some idea of the essential nature of thought, and of the essential factors of the thought process. An insight into principles often dispenses with the discussion of details; and the study of details without a knowledge of principles can come to no conclusion beyond barren reflections and desultory observations"--Introduction. (PsycINFO Database Record (c) 2011 APA, all rights reserved).

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Author : Martin Doherty
Genre : Psychology

Summary : Most of us are continually aware that others have thoughts and feelings – but are children? When? This book is a concise and readable review of the extensive research into children’s understanding of what other people think and feel, a central topic in developmental psychology known as "Theory of Mind". The understanding of belief is central to this text, which explains in simple terms what representational theory of mind is all about, and shows how researchers have demonstrated this understanding in 4-year-olds. The book considers what leads to this understanding, including the role of pretend play, understanding of attention and eye direction, and other precursors to representational understanding of mind. The general relevance of theory of mind is demonstrated through coverage of the development of other mental state concepts, and the relationship between understanding mental representation and other representational media. The author also carefully summarizes current research on the relationship between theory of mind and concurrent developments in executive functioning, and the understanding of language. The book closes by considering autism. A major achievement of theory of mind research is the light it has helped throw on this puzzling developmental disorder. Providing a comprehensive overview of 25 years of research into theory of mind, the book will be of great interest to both students and researchers in psychology, philosophy and the cognitive sciences.

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Author : James A. Wise
Genre : Thought and thinking

Summary : This book presents a unique and intuitively compelling way of understanding how humans think. It argues that narratives are the natural mode of thinking, that the “urge” to think narratively reflects known neurological processes, and that, although narrative thinking is a product of evolution, it enables us to transcend our evolutionary limits and actively shape our own futures. In remarkably engaging language, the authors describe how the currency of neural activity in the brain is transformed into the qualitatively different currency of conscious experience—the everyday, purposeful, story-like experience with which we all are familiar. The book then examines the nature of thought and how it leads to purposeful action, discussing, among other concerns, how memories about the past, perceptions about the present, and expectations about the future are structured as plausible, coherent narratives by causation, purpose, and time, and how errors are introduced into one’s narratives, both naturally and by other people (often intentionally), and how those errors bias one’s expectations about the future and the actions taken (or not taken) as a consequence. Each of these discussions is followed by a commentary that ties them to interesting facts and questions from throughout the physical and social sciences. The book is concluded with the argument that narrative thought is what is meant when one uses the word “mind.”

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Author : Virginia Slaughter
Genre : Psychology

Summary : Theory of Mind Development in Context is the first book of its kind to explore how children’s environments shape their theory of mind and, in turn, their ability to interact effectively with others. Based on world-leading research, and inspired by the ground-breaking work of Candida Peterson, the original collected chapters demonstrate that children’s understanding of other people is shaped by their everyday environment. Specifically, the chapters illustrate how theory of mind development varies with broad cultural context, socioeconomic status, institutional versus home rearing, family size, parental communication style, and aspects of schooling. The volume also features research showing that, by virtue of their condition, children who are deaf or who have an autism spectrum disorder function in environments that differ from those of typical children and this in turn influences their theory of mind. Although much important research has emphasized the role of nature in theory of mind development, this book highlights that children’s understanding of other people is nurtured through their everyday experiences and interactions. This perspective is essential for students, researchers, and practitioners to gain a complete understanding of how this fundamental skill develops in humans. The book is invaluable for academic researchers and advanced students in developmental psychology, education, social psychology, cognitive psychology, and the social sciences, as well as practicing psychologists, counselors, and psychiatrists, particularly those who deal with disorders involving social and/or communicative deficits.