
Contents
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2.1 Introduction 2.1 Introduction
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2.2 Philosophy 2.2 Philosophy
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2.2.1 Epistemology and its development 2.2.1 Epistemology and its development
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Old Greek philosophy Old Greek philosophy
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Rationalism, empiricism, and materialism Rationalism, empiricism, and materialism
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Logical empiricism and critic of rationalism Logical empiricism and critic of rationalism
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Philosophy of science Philosophy of science
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2.2.2 Philosophy of mind 2.2.2 Philosophy of mind
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Once again the old Greeks Once again the old Greeks
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The homunculus problem The homunculus problem
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Qualia and consciousness Qualia and consciousness
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2.2.3 Philosophy of language and forms of representation 2.2.3 Philosophy of language and forms of representation
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And again the old Greeks And again the old Greeks
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Symbols in language Symbols in language
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2.3 Biology 2.3 Biology
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2.3.1 Neurobiology 2.3.1 Neurobiology
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Greek and Egyptian antiquity Greek and Egyptian antiquity
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Toward contemporary neuroscience Toward contemporary neuroscience
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2.3.2 Evolution 2.3.2 Evolution
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2.4 Psychology 2.4 Psychology
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2.4.1 Behaviorism 2.4.1 Behaviorism
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2.4.2 Constructivism and developmental psychology 2.4.2 Constructivism and developmental psychology
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2.4.3 The cognitive turn 2.4.3 The cognitive turn
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2.4.4 Memory 2.4.4 Memory
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2.5 Bringing the pieces together 2.5 Bringing the pieces together
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2.6 Exercises 2.6 Exercises
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2 Cognitive Science is Interdisciplinary
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Published:January 2017
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Abstract
Cognitive Science has come a long way – even the old Greeks have put forward intricate thoughts about what our minds can know and what seems inaccessible. This chapter addresses the historical development of cognitive science. The fundamental homunculus and qualia problems are introduced, and tentative answers from embodied cognitive science are sketched-out. A look at biology emphasizes that our bodies and brains are evolutionarily shaped, making us ready to develop our minds. Psychologically, minds develop and adapt given environmental feedback, striving to optimize behavior. Only by means of constructive, generative processes, however, can a behavior-oriented “understanding” of the environment develop. These “understanding”-oriented structures also make our mind language ready. Finally, in order to comprehend how the human mind actually comes into being, based on the considered principles, it is necessary to pursue functional, computational, and where possible, algorithmic and hardware perspectives in the sense of David Marr’s three levels of understanding.
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