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University of Edinburgh
1.
Butts, Evan.
Attributing Mental Properties to Wide Subjects.
Degree: 2008, University of Edinburgh
URL: http://hdl.handle.net/1842/2846 
► Rob Wilson (2001) claims that mental properties are not attributable to wide subjects, despite the claims of authors like Clark and Chalmers (1998). I examine…
(more)
▼ Rob Wilson (2001) claims that mental properties are not attributable to wide subjects, despite the claims of authors like Clark and Chalmers (1998). I examine Wilson's objection and endeavor to demonstrate that Clark and Chalmers' account does support the attribution of mental properties to wide subjects.
Advisors/Committee Members: Kallestrup, Jesper.
Subjects/Keywords: Extended Mind; Metaphysics of Mind; Mental Properties
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APA (6th Edition):
Butts, E. (2008). Attributing Mental Properties to Wide Subjects. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2846
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Butts, Evan. “Attributing Mental Properties to Wide Subjects.” 2008. Thesis, University of Edinburgh. Accessed January 27, 2021.
http://hdl.handle.net/1842/2846.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Butts, Evan. “Attributing Mental Properties to Wide Subjects.” 2008. Web. 27 Jan 2021.
Vancouver:
Butts E. Attributing Mental Properties to Wide Subjects. [Internet] [Thesis]. University of Edinburgh; 2008. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/1842/2846.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Butts E. Attributing Mental Properties to Wide Subjects. [Thesis]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/2846
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of New Mexico
2.
Briggs, Daniel Harland, Jr.
Body and Time: The Temporality of Human Embodiment.
Degree: Philosophy, 2018, University of New Mexico
URL: https://digitalrepository.unm.edu/phil_etds/35
► In this dissertation I hope to shed further light on Heidegger’s thought-provoking claim that “We do not “have” a body; rather, we “are” bodily.”…
(more)
▼ In this dissertation I hope to shed further light on Heidegger’s thought-provoking claim that “We do not “have” a body; rather, we “are” bodily.” After discussing the problem of the body in the context of Being and Time in chapters one and two, I move to Heidegger’s later lectures and seminars in chapter three to articulate a specifically Heideggerian account of the bodying of the body. I hope to show that Heidegger’s understanding of the ontological difference can effectively help us to understand bodily difference in its corporeal, lived, and existential dimensions. From a Heideggerian standpoint, the existential dimensions of embodiment are inevitably overlooked when the discussion becomes limited to
subject-object formulations. Nietzsche thus serves as the culmination of metaphysics within Heidegger’s history of being in the sense that he effectively carries the Leib-Körper distinction to its most thorough logical conclusions while simultaneously pointing the way forward to a new conception of the body in its temporal dimensions. I try to show that human identities are better understood in terms of the tripartite unity of thrownness, fallenness, and projection because it is too simplistic to reduce questions of bodily identity to binaries such as
mind and body.
Advisors/Committee Members: Iain Thomson, Ann Murphy, Adrian Johnston, Karen Gover.
Subjects/Keywords: mind mind problem Heidegger sex gender; Philosophy
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APA (6th Edition):
Briggs, Daniel Harland, J. (2018). Body and Time: The Temporality of Human Embodiment. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/phil_etds/35
Chicago Manual of Style (16th Edition):
Briggs, Daniel Harland, Jr. “Body and Time: The Temporality of Human Embodiment.” 2018. Doctoral Dissertation, University of New Mexico. Accessed January 27, 2021.
https://digitalrepository.unm.edu/phil_etds/35.
MLA Handbook (7th Edition):
Briggs, Daniel Harland, Jr. “Body and Time: The Temporality of Human Embodiment.” 2018. Web. 27 Jan 2021.
Vancouver:
Briggs, Daniel Harland J. Body and Time: The Temporality of Human Embodiment. [Internet] [Doctoral dissertation]. University of New Mexico; 2018. [cited 2021 Jan 27].
Available from: https://digitalrepository.unm.edu/phil_etds/35.
Council of Science Editors:
Briggs, Daniel Harland J. Body and Time: The Temporality of Human Embodiment. [Doctoral Dissertation]. University of New Mexico; 2018. Available from: https://digitalrepository.unm.edu/phil_etds/35
University of Oklahoma
3.
Russo, Andrew Michael.
A Defense of Nonreductive Mental Causation.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/318651
► Mental causation is a problem and not just a problem for the nonphysicalist. One of the many lessons learned from Jaegwon Kim's writings in the…
(more)
▼ Mental causation is a problem and not just a problem for the nonphysicalist. One of the many lessons learned from Jaegwon Kim's writings in the philosophy of
mind is that mental causation is a problem for the nonreductive physicalist as well. A central component of the common sense picture we have of ourselves as persons is that our beliefs and desires causally explain our actions. But the completeness of the "brain sciences" threatens this picture. If all of our actions are causally explained by neurophysiological events occurring in our brains, what causal role is left for our reasons and motives? It would seem that these brain events do all the causal work there is to do, thus robbing the mental of its efficacy altogether or else making it a merely superfluous or redundant causal factor. This essay presents a systematic treatment of this exclusion dilemma from the perspective of a nonreductive physicalist. I argue that both horns of this dilemma can be avoided if we ground mental causation in counterfactual dependence between distinct events and understand the
mind-body relation as event realization. Although in the final analysis our actions are overdetermined by their mental and neurophysiological antecedents, this overdetermination is entirely unproblematic.
Advisors/Committee Members: Montminy, Martin (advisor).
Subjects/Keywords: Philosophy of mind; Causation; Mind and body
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APA (6th Edition):
Russo, A. M. (2013). A Defense of Nonreductive Mental Causation. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318651
Chicago Manual of Style (16th Edition):
Russo, Andrew Michael. “A Defense of Nonreductive Mental Causation.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 27, 2021.
http://hdl.handle.net/11244/318651.
MLA Handbook (7th Edition):
Russo, Andrew Michael. “A Defense of Nonreductive Mental Causation.” 2013. Web. 27 Jan 2021.
Vancouver:
Russo AM. A Defense of Nonreductive Mental Causation. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/11244/318651.
Council of Science Editors:
Russo AM. A Defense of Nonreductive Mental Causation. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/318651
Victoria University of Wellington
4.
Johnson, Alex.
Literature and Cognitive Science.
Degree: 2012, Victoria University of Wellington
URL: http://hdl.handle.net/10063/2148
► The field of Literature and Cognitive Science is an emergent one. This thesis investigates ways in which knowledge generated about the brain and mind in…
(more)
▼ The field of Literature and Cognitive Science is an emergent one. This thesis investigates ways in which knowledge generated about the brain and
mind in the field of Literature can complement knowledge generated about the brain and
mind in the field of Cognitive Science. The work of a representative selection of literary critics who identify themselves as working within and shaping the field of Literature and Cognitive Science will be examined, and the representation of brain-
mind states in two contemporary novels, Haruki Murakami's Hard-Boiled Wonderland and the End of the World and Pat Cadigan's Tea from an Empty Cup, will be closely analysed. A principal aim of this investigation is to affirm the power of literary and literary critical texts as potent and relevant knowledge sources about the brain and
mind that must be included in our understanding of cognition. In this respect it will support the position of those in the field of Literature and Cognitive Science who argue that knowledge created in the field of Literature can enrich the new understanding of human cognition being developed in the field of Cognitive Science.
Advisors/Committee Members: Opie, Brian.
Subjects/Keywords: Mind; Murakami; Cadigan
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APA (6th Edition):
Johnson, A. (2012). Literature and Cognitive Science. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2148
Chicago Manual of Style (16th Edition):
Johnson, Alex. “Literature and Cognitive Science.” 2012. Masters Thesis, Victoria University of Wellington. Accessed January 27, 2021.
http://hdl.handle.net/10063/2148.
MLA Handbook (7th Edition):
Johnson, Alex. “Literature and Cognitive Science.” 2012. Web. 27 Jan 2021.
Vancouver:
Johnson A. Literature and Cognitive Science. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/10063/2148.
Council of Science Editors:
Johnson A. Literature and Cognitive Science. [Masters Thesis]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2148
University of Texas – Austin
5.
Dalbey, Bryce Daniel.
How to be naïve about the mind.
Degree: PhD, Philosophy, 2020, University of Texas – Austin
URL: http://dx.doi.org/10.26153/tsw/10673
► This dissertation defends common-sense views of the mind by com- bating two widespread tendencies among philosophers. One such tendency is to eliminate: to resolve puzzles…
(more)
▼ This dissertation defends common-sense views of the
mind by com-
bating two widespread tendencies among philosophers. One such tendency is
to eliminate: to resolve puzzles about the
mind by denying the existence of or-
dinary mental features. For instance, many think that while we can experience
the shape, color, and texture of a baseball, we cannot experience the time it
takes for a baseball to fall to the ground or the number of times it bounces —
indeed, we cannot experience any temporal features. The other tendency is to
inflate: to resolve puzzles about the
mind by positing new and unusual mental
features. For instance, it is almost universally accepted among philosophers
that to allow for the rationality of agents, especially those like Lois Lane and
Oedipus, we must posit guises (or senses, or modes of presentation) under
which agents think.
Against these tendencies, I argue that we can resolve puzzles about the
mind without invoking new features or denying ordinary ones. In chapter one
I confront ‘Frege puzzles’ concerning Lois Lane and show that there several
distinct yet often-conflated issues at play. Moreover, the plausibility of such
puzzles depends on an equivocation between them. Once disentangled, it is
clear there are simple explanations of Lois’ rationality that do not employ
guises.
In chapter two I confront the Knowledge Argument, which aims to
establish that Mary the color scientist learns a non-physical fact upon seeing
red for the first time, and by extension that the
mind is not physical. The most
popular responses to this argument invoke special mental features, including
so-called phenomenal concepts, knowledge by acquaintance, and certain mental
abilities. I argue for a simple response to the argument which does not invoke
any special mental features. On the simple response, Mary is simply misled
into thinking she’s learned something when she has not.
In chapter three I confront a puzzle about temporal experience that
many take to suggest we do not experience temporal features. I argue that
experiencing is a process rather than a state (more like running than like
being tall) and that this distinction resolves the puzzle: we experience temporal
features over periods of time but not in virtue of experiencing them at instants
during that time (just as one runs over periods of time but not in virtue of
running at instants during that time).
Advisors/Committee Members: Sainsbury, Mark (advisor), Buchanan, Ray (committee member), Dever, Josh (committee member), Montague, Michelle (committee member), Pautz, Adam (committee member), Speaks, Jeff (committee member), Tye, Michael (committee member).
Subjects/Keywords: Perception; Mind; Thought
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APA (6th Edition):
Dalbey, B. D. (2020). How to be naïve about the mind. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/10673
Chicago Manual of Style (16th Edition):
Dalbey, Bryce Daniel. “How to be naïve about the mind.” 2020. Doctoral Dissertation, University of Texas – Austin. Accessed January 27, 2021.
http://dx.doi.org/10.26153/tsw/10673.
MLA Handbook (7th Edition):
Dalbey, Bryce Daniel. “How to be naïve about the mind.” 2020. Web. 27 Jan 2021.
Vancouver:
Dalbey BD. How to be naïve about the mind. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2020. [cited 2021 Jan 27].
Available from: http://dx.doi.org/10.26153/tsw/10673.
Council of Science Editors:
Dalbey BD. How to be naïve about the mind. [Doctoral Dissertation]. University of Texas – Austin; 2020. Available from: http://dx.doi.org/10.26153/tsw/10673
Rutgers University
6.
Batiste, Frank Richard.
Theory of mind and the role of target individuals' group affiliation.
Degree: PhD, Anthropology, 2015, Rutgers University
URL: https://rucore.libraries.rutgers.edu/rutgers-lib/48389/
► Theory of Mind (ToM) is the ability to interpret the behavior of others in terms of underlying mental states such as beliefs, wants, desires (Premack…
(more)
▼ Theory of Mind (ToM) is the ability to interpret the behavior of others in terms of underlying mental states such as beliefs, wants, desires (Premack and Woodruff, 1978). The simulation theory of ToM claims that an individual replicates, or mirrors, the assumed mental states of a target individual and processes them using his/her own mental architecture – the same architecture that is used to make decisions based on one's own beliefs, desires, or thoughts. Thus, ToM may be considered as a form of empathy, a process where the perception of a target’s state generates a state in the observer that is more applicable to the target’s situation than to the subject’s own prior situation (Preston and de Waal, 2002). The experience of emotional empathy is influenced by coalitional cues such as familiarity (Liew, Han, and Aziz-Zadeh, 2011), similarity (Xu, Zuo, Wang, and Han, 2009), and shared group membership (Avenanti, Sirigu, and Aglioti, 2010), as well as immediate situational cues such as the color of a target's tee shirt (Kurzban, Tooby, and Cosmides, 2001), or simply referring to a counterpart in a task as a partner or opponent (Burnham, McCabe, and Smith, 2000). To date, the effect of such immediate coalitional cues has not been tested for ToM. In the present study, a ToM task was designed to test subjects' perspective taking ability in response to one of three different conditions, a neutral frame, a cooperative frame, or a competitive frame. Two types of perspective-taking errors were recorded: incorrect responses and response hesitations. It was predicted that subjects would 1) make significantly fewer errors on the task in the cooperative frame relative to the other two conditions, and 2) make significantly more errors in the competitive condition. Partial support of these predictions was found. ToM was sensitive to cues of coalition, but only for one type of error, hesitations. While cooperative and competitive conditions were marginally significantly different from each other in the expected direction (subjects in the cooperative frame made fewer perspective taking errors than subjects in the competitive frame), neither differed significantly from the control condition.
Advisors/Committee Members: Cronk, Lee (chair), Cachel, Susan (internal member), Palombit, Ryne (internal member), Stich, Stephen (outside member).
Subjects/Keywords: Philosophy of mind
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Manager
APA (6th Edition):
Batiste, F. R. (2015). Theory of mind and the role of target individuals' group affiliation. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/48389/
Chicago Manual of Style (16th Edition):
Batiste, Frank Richard. “Theory of mind and the role of target individuals' group affiliation.” 2015. Doctoral Dissertation, Rutgers University. Accessed January 27, 2021.
https://rucore.libraries.rutgers.edu/rutgers-lib/48389/.
MLA Handbook (7th Edition):
Batiste, Frank Richard. “Theory of mind and the role of target individuals' group affiliation.” 2015. Web. 27 Jan 2021.
Vancouver:
Batiste FR. Theory of mind and the role of target individuals' group affiliation. [Internet] [Doctoral dissertation]. Rutgers University; 2015. [cited 2021 Jan 27].
Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/48389/.
Council of Science Editors:
Batiste FR. Theory of mind and the role of target individuals' group affiliation. [Doctoral Dissertation]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/48389/
7.
Hoswell, Timb D.
Ordinary language arguments and the philosophy of mind.
Degree: PhD, 2020, Australian Catholic University
URL: https://researchbank.acu.edu.au/theses/832
► [Extract] To engage your interest in this dissertation I offer to you a curious question to ponder. How often does a psychiatrist or a…
(more)
▼ [Extract] To engage your interest in this dissertation I offer to you a curious question to ponder. How often does a psychiatrist or a psychologist get the chance to ask themselves whether the words that they use to describe the mental life of their patient mean the same thing to the patient as they do to the doctor or analyst using them? Does the patient understand what the doctor or analyst is telling them? Equally importantly there is a question whether the patient’s verbal reports mean the same thing to the doctor or analyst as the patient thinks they mean. At first this may seem trivial given the doctor or analyst’s extensive training and education. Surely this is a one sided question one might say. Surely the doctor or analyst can understand the patient but the patient may not have the educational background and training to understand the doctor’s or analyst’s terms, which the doctor or analyst is using to describe the patient’s own mental life. One might persist in reasoning in this way, claiming that knowledge is all on the medical practitioner’s side, until the point is raised that the patient may have experiences the analyst or doctor does not have. For instance, one might ask whether a psychological analyst can ever truly understand what it is like to have bipolar and experience a manic high? What about schizophrenia or Attention Deficit (Hyperactive) Disorder or Post-Traumatic Stress Syndrome? On what foudnations are the communications between a patient and a doctor built? What underlies their ability to talk about deeply personal experiences given that one person has them while another has not? This is the central philosophical issue wrestled with by this paper. On what rests our ability to talk about personal and private experiences which do not have publicly observable parts, components or properties? Communication seems to take place, but what allows such communication to take place? How does one cross the gulf of private unobservable experience with words? Ordinary Language Arguments are one attempt at solving this otherwise seemingly unsolvable mystery. This introduction is aimed at acquainting the theorist of mind, common practitioner, researcher, cognitive therapist or curious layman with the problems that surround Ordinary Language Arguments. This paper will begin with the problems arising from referential indeterminacy in theories of mind. The ‘Problem of the Indeterminacy of Reference’ is a significant issue for research theorists and arises from the language they use to describe the mind. How do the terms they use relate to the mind? Do they propositionally ‘picture’ entities ‘in’ the mind in true ways? Are terms like ego, anger, jealousy and inner-child merely conveinant fictions and metaphors to talk about the mind? Do these terms refer to and label ‘parts’ of the mind? What is the relationship between these terms and the mind? One possible solution emerges from an Analytic Philosopher who wrote in the immediate post-war era called Gilbert Ryle. Gilbert Ryle developed Ordinary Language…
Subjects/Keywords: Philosophy of Mind
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APA (6th Edition):
Hoswell, T. D. (2020). Ordinary language arguments and the philosophy of mind. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/832
Chicago Manual of Style (16th Edition):
Hoswell, Timb D. “Ordinary language arguments and the philosophy of mind.” 2020. Doctoral Dissertation, Australian Catholic University. Accessed January 27, 2021.
https://researchbank.acu.edu.au/theses/832.
MLA Handbook (7th Edition):
Hoswell, Timb D. “Ordinary language arguments and the philosophy of mind.” 2020. Web. 27 Jan 2021.
Vancouver:
Hoswell TD. Ordinary language arguments and the philosophy of mind. [Internet] [Doctoral dissertation]. Australian Catholic University; 2020. [cited 2021 Jan 27].
Available from: https://researchbank.acu.edu.au/theses/832.
Council of Science Editors:
Hoswell TD. Ordinary language arguments and the philosophy of mind. [Doctoral Dissertation]. Australian Catholic University; 2020. Available from: https://researchbank.acu.edu.au/theses/832
University of Arizona
8.
Imoro, Kari Benge.
Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education
.
Degree: 2012, University of Arizona
URL: http://hdl.handle.net/10150/228117
► This study examines the use of Studio Thinking's Studio Habits of Mind (Hetland, Winner, Veenema & Sheridan, 2007) as a framework for curriculum design. In…
(more)
▼ This study examines the use of Studio Thinking's Studio Habits of
Mind (Hetland, Winner, Veenema & Sheridan, 2007) as a framework for curriculum design. In order to compare the ideas with other current art education theories, I conduct a literature review that identifies types of thinking accessed in the visual arts classroom. Through the comparison of Hetland et. al.'s Habits of
Mind with those cited by current researchers, I discuss the relevance of the Studio Habits of
Mind and propose an additional Habit of
Mind: Investigate. In order to explore the use of these Habits as a framework for curriculum design, I design several lessons for a local after-school program using an objectives-based lesson template. The difficulty of applying this framework to an existing template indicates the need for a new unit/lesson plan template formatted specifically to a
mind-centered approach. I present my design for a new unit template, lesson template and examples. The findings of this research point to a move in art education towards a
mind-centered approach in the visual arts classroom and the use of a
mind-centered template for unit and lesson planning.
Advisors/Committee Members: Beudert, Lynn (advisor), McClure, Marissa (committeemember), Shin, Ryan (committeemember).
Subjects/Keywords: habits of mind;
mind;
mind-centered;
studio thinking;
Art Education;
curriculum
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APA (6th Edition):
Imoro, K. B. (2012). Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education
. (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/228117
Chicago Manual of Style (16th Edition):
Imoro, Kari Benge. “Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education
.” 2012. Masters Thesis, University of Arizona. Accessed January 27, 2021.
http://hdl.handle.net/10150/228117.
MLA Handbook (7th Edition):
Imoro, Kari Benge. “Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education
.” 2012. Web. 27 Jan 2021.
Vancouver:
Imoro KB. Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education
. [Internet] [Masters thesis]. University of Arizona; 2012. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/10150/228117.
Council of Science Editors:
Imoro KB. Enriching Studio Thinking: A New Mind-Centered Approach for Curriculum Development in Art Education
. [Masters Thesis]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/228117
University of Utah
9.
Nelson, Matthew A.
Please feel free: sensation, awareness, and choreography.
Degree: MFA;, Modern Dance;, 2008, University of Utah
URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1172/rec/897
► How can attention to lived experience through somatic practice deepen the choreographic and performative process? Somatic practice is a first-person approach to sensing and moving…
(more)
▼ How can attention to lived experience through somatic practice deepen the choreographic and performative process? Somatic practice is a first-person approach to sensing and moving that can help provide a balance to the objectified view of the body that is common in Western culture. Through the process of choreographing Please Feel Free for the 2007 Graduate Dance Concert at the University of Utah, I attempted to bring a somatic point of view to my choreographic process and the performance of my dancers. This thesis document explores somatic theory, the methods through which I applied somatic practice to the choreographic and performative processes, and the outcomes of my research.
Subjects/Keywords: Choreography; Mind and body
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APA (6th Edition):
Nelson, M. A. (2008). Please feel free: sensation, awareness, and choreography. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1172/rec/897
Chicago Manual of Style (16th Edition):
Nelson, Matthew A. “Please feel free: sensation, awareness, and choreography.” 2008. Masters Thesis, University of Utah. Accessed January 27, 2021.
http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1172/rec/897.
MLA Handbook (7th Edition):
Nelson, Matthew A. “Please feel free: sensation, awareness, and choreography.” 2008. Web. 27 Jan 2021.
Vancouver:
Nelson MA. Please feel free: sensation, awareness, and choreography. [Internet] [Masters thesis]. University of Utah; 2008. [cited 2021 Jan 27].
Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1172/rec/897.
Council of Science Editors:
Nelson MA. Please feel free: sensation, awareness, and choreography. [Masters Thesis]. University of Utah; 2008. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/1172/rec/897
University of Edinburgh
10.
Mandrigin, Alisa.
Personal Identity, Psychological Continuity and Externalism.
Degree: 2007, University of Edinburgh
URL: http://hdl.handle.net/1842/1931
► According to the psychological account of personal identity for someone to be one and the same person over time Y today must have some of…
(more)
▼ According to the psychological account of personal identity for someone to be one and the same person over time Y today must have some of the beliefs, desires, intentions and memories that X had yesterday, as well as some memories of the events that happened to X yesterday. But, on this account, we have the undesirable result that persons can be reduplicated unless we add an additional requirement: Y is uniquely psychologically continuous with X.
In an attempt to avoid the problem of reduplication in a different way I invoke arguments for active externalism and the embodied
mind. The motivation for exploring embedded and embodied approaches to cognition is that they cast doubt on the easy separation of brain and body which is often taken for granted in the identity literature. With these approaches in
mind, the simple assumptions by which brains are imagined to be transplanted into new bodies, and agents are said to be teletransported to new environments should be reviewed.
Whilst embodiment provides us with some reasons to re-evaluate our understanding of brain transplant thought experiments, we ultimately see that the nature of teletransportation is consistent with the
mind as both extended and embodied.
Advisors/Committee Members: McCarthy, David, Clark, Andy.
Subjects/Keywords: philosophy; Psychological Continuity; Extended Mind
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APA (6th Edition):
Mandrigin, A. (2007). Personal Identity, Psychological Continuity and Externalism. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/1931
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mandrigin, Alisa. “Personal Identity, Psychological Continuity and Externalism.” 2007. Thesis, University of Edinburgh. Accessed January 27, 2021.
http://hdl.handle.net/1842/1931.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mandrigin, Alisa. “Personal Identity, Psychological Continuity and Externalism.” 2007. Web. 27 Jan 2021.
Vancouver:
Mandrigin A. Personal Identity, Psychological Continuity and Externalism. [Internet] [Thesis]. University of Edinburgh; 2007. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/1842/1931.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mandrigin A. Personal Identity, Psychological Continuity and Externalism. [Thesis]. University of Edinburgh; 2007. Available from: http://hdl.handle.net/1842/1931
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
11.
Doyle, Claire L.
Social Cognition in Later Life: Effects of Aging and Task Type on Theory of Mind Performance.
Degree: 2009, University of Edinburgh
URL: http://hdl.handle.net/1842/3560
► Abstract Recent studies assessing the effects of age and task type on theory of mind (ToM) have found mixed results. However, these studies have not…
(more)
▼ Abstract
Recent studies assessing the effects of age and task type on theory of
mind (ToM) have found mixed results. However, these studies have not considered the possibility that by using a series of distinct and unrelated tasks, other confounding factors are likely to affect performance, such as the type of ToM reasoning required, the length of the social interactions, the characters involved etc. Moreover, most have relied on traditional ToM tests which lack resemblance to real-world social interactions, and are thus of questionable ecological validity. This study compared younger and older adults on stories and video tasks based on identical social interactions, with the aim to provide a more reliable reflection of the effect of task type on ToM ability. Both groups were assessed on a video task (the TASIT, Parts 2 and 3), and a stories task (transcribed from this video stimuli). We predicted that the increased ecological validity and the additional contextual and paralinguistic cues of the video task would result in higher scores for both groups on this measure, but that older adults would show an impaired performance on both tasks compared to younger participants. Results revealed a significantly more accurate performance on the video task than the stories task, but no age impairment was found. The findings are discussed in relation to previous literature on the effects of aging and task type on ToM, and the use of video stimuli such as the TASIT as more ecologically valid assessments of ToM.
Advisors/Committee Members: MacPherson, Sarah E..
Subjects/Keywords: Theory of Mind; Aging
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APA (6th Edition):
Doyle, C. L. (2009). Social Cognition in Later Life: Effects of Aging and Task Type on Theory of Mind Performance. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3560
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Doyle, Claire L. “Social Cognition in Later Life: Effects of Aging and Task Type on Theory of Mind Performance.” 2009. Thesis, University of Edinburgh. Accessed January 27, 2021.
http://hdl.handle.net/1842/3560.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Doyle, Claire L. “Social Cognition in Later Life: Effects of Aging and Task Type on Theory of Mind Performance.” 2009. Web. 27 Jan 2021.
Vancouver:
Doyle CL. Social Cognition in Later Life: Effects of Aging and Task Type on Theory of Mind Performance. [Internet] [Thesis]. University of Edinburgh; 2009. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/1842/3560.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Doyle CL. Social Cognition in Later Life: Effects of Aging and Task Type on Theory of Mind Performance. [Thesis]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3560
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
12.
Dorril, Alexandra.
Does Healthy Adult Aging and The Ecological Validity of the Tasks Used Affect Theory of Mind Performance?.
Degree: 2010, University of Edinburgh
URL: http://hdl.handle.net/1842/5008
► Abstract The purpose of the present study was to investigate the effect of healthy adult aging on theory of mind (ToM) abilities using a more…
(more)
▼ Abstract
The purpose of the present study was to investigate the effect of healthy adult aging on theory of
mind (ToM) abilities using a more ecologically valid ToM task and comparing performance on this task to performance on less ecologically valid ToM tasks. Past results using traditional stories or static pictures have often been contradictory with some studies finding declines in ToM abilities with age, some finding that ToM remains intact and one study even found improvements in ToM. Twenty younger adults and eighteen older adults were tested on parts two and three of The Awareness of Social Inference Test (TASIT; a video task) to assess their ToM. Participants were also tested on a stories ToM task (a transcribed version of the TASIT) as well as on the Reading the
Mind in the Eyes Test revised (RMET). It was hypothesized that all adults would perform significantly better on the more ecologically valid TASIT video test in comparison to the TASIT stories (since the extra contextual and paralinguistic cues of the TASIT video may help participants); although an age effect would still be found. It was found that overall older adults performed significantly more poorly than younger adults on the ToM tasks while both groups performed the TASIT video task significantly better than the TASIT stories task. Therefore, an age-related impairment was found for ToM and the TASIT video may be a more accurate way of assessing ToM abilities. Participants may have performed better on this task since it resembles real-life social situations.
Advisors/Committee Members: MacPherson, Sarah.
Subjects/Keywords: Theory of Mind; Aging
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APA (6th Edition):
Dorril, A. (2010). Does Healthy Adult Aging and The Ecological Validity of the Tasks Used Affect Theory of Mind Performance?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5008
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dorril, Alexandra. “Does Healthy Adult Aging and The Ecological Validity of the Tasks Used Affect Theory of Mind Performance?.” 2010. Thesis, University of Edinburgh. Accessed January 27, 2021.
http://hdl.handle.net/1842/5008.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dorril, Alexandra. “Does Healthy Adult Aging and The Ecological Validity of the Tasks Used Affect Theory of Mind Performance?.” 2010. Web. 27 Jan 2021.
Vancouver:
Dorril A. Does Healthy Adult Aging and The Ecological Validity of the Tasks Used Affect Theory of Mind Performance?. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/1842/5008.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dorril A. Does Healthy Adult Aging and The Ecological Validity of the Tasks Used Affect Theory of Mind Performance?. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5008
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
13.
Clark, James.
Evaluating the content and the status of a thought: Two declining aspects of theory of mind in ageing.
Degree: 2013, University of Edinburgh
URL: http://hdl.handle.net/1842/8713
► Theory of mind is the ability to infer the intentions of another person and act upon them appropriately. Older adult’s theory of mind ability is…
(more)
▼ Theory of
mind is the ability to infer the intentions of another person and act upon them appropriately. Older adult’s theory of
mind ability is not well understood, and some studies report its decline, whilst others do not. It has, however, recently been suggested that older adults are impaired at theory of
mind tasks which require them to inhibit their own perspective, and are unimpaired at tasks which do not require such inhibition. Evidence in the literature, however, suggests this inhibitory ability may represent the more domain general ability to reorient attention. As such, it may be the case that the affective nature of objects in false belief tasks, which can affect such reorienting ability, will affect the ease at which the self-perspective can be inhibited. Therefore older and younger adults undertook a false belief task in which half the trials were a high inhibition condition and half were low inhibition. Furthermore, there were also three emotion conditions, in which objects used in the task were positive, negative or neutral. It was found that older adults were impaired at both high and low inhibition tasks, though they failed both for different reasons. Furthermore, short term memory scores were found to contribute to successful performance in the older adults only. No effects of the object’s emotional valence were found. The implications of these results for knowledge of theory of
mind impairment in ageing are discussed.
Advisors/Committee Members: Abrahams, Sharon.
Subjects/Keywords: Theory of mind; Ageing
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APA ·
Chicago ·
MLA ·
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CSE |
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APA (6th Edition):
Clark, J. (2013). Evaluating the content and the status of a thought: Two declining aspects of theory of mind in ageing. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8713
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Clark, James. “Evaluating the content and the status of a thought: Two declining aspects of theory of mind in ageing.” 2013. Thesis, University of Edinburgh. Accessed January 27, 2021.
http://hdl.handle.net/1842/8713.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Clark, James. “Evaluating the content and the status of a thought: Two declining aspects of theory of mind in ageing.” 2013. Web. 27 Jan 2021.
Vancouver:
Clark J. Evaluating the content and the status of a thought: Two declining aspects of theory of mind in ageing. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/1842/8713.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Clark J. Evaluating the content and the status of a thought: Two declining aspects of theory of mind in ageing. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8713
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
14.
Rajan, Sangeetha.
The making of an artist: a description of the artistic
mind and factors that contribute to an artistic life.
Degree: Management, 2013, INFLIBNET
URL: http://shodhganga.inflibnet.ac.in/handle/10603/17817
► Artists as a group are different from non-artists in many ways. Most people recognize this quite implicitly. By the term artists I refer to those…
(more)
▼ Artists as a group are different from non-artists
in many ways. Most people recognize this quite implicitly. By the
term artists I refer to those practicing any of the fine,
performing, literary or visual arts. They are different from
non-artists in their talents and special abilities, their
personalities, their mental make-up and even their growing up/
practicing environments. The purpose of this research is to paint a
picture of the artistic mind. How the study attempts to do this is
by locating a theoretical standpoint from which to view the
artistic mind, by interviewing practicing artists and studying the
biographic information of some of the leading artists of the
twentieth century. Existing literature in the realm of psychology
considers art in a number of different ways. One stream of research
explores the therapeutic value of art. Another body of literature
is devoted to studying the creative process hoping to transfer some
of the methods and practices into everyday life for better
problem-solving. Yet another line of study applies what is known in
psychology to help improve the performance of artists. Apart from
these, there is the study of creative individuals and gifted
individuals which somewhat tends to overlap with the study of
artistic individuals. There has also been much applied research
devoted to exploring the non-art benefits of art such as improved
self-esteem, better interpersonal skills, improved verbal and
mathematical reasoning, etc. Sociologically, art is examined for
its role and function in society, as a symbolic form of expression,
as a cultural phenomenon and as a tool that challenges or
reinforces social norms and trends. But there is very little
research on the artist himself/ herself. By trying to describe the
artistic mind, the study attempts to bridge some part of that
gap.
Appendices p. 192-204, References p.
205-210
Advisors/Committee Members: Paul, Bino.
Subjects/Keywords: Artist; Artistic personality; Artistic mind
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APA ·
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MLA ·
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CSE |
Export
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APA (6th Edition):
Rajan, S. (2013). The making of an artist: a description of the artistic
mind and factors that contribute to an artistic life. (Thesis). INFLIBNET. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/17817
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rajan, Sangeetha. “The making of an artist: a description of the artistic
mind and factors that contribute to an artistic life.” 2013. Thesis, INFLIBNET. Accessed January 27, 2021.
http://shodhganga.inflibnet.ac.in/handle/10603/17817.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rajan, Sangeetha. “The making of an artist: a description of the artistic
mind and factors that contribute to an artistic life.” 2013. Web. 27 Jan 2021.
Vancouver:
Rajan S. The making of an artist: a description of the artistic
mind and factors that contribute to an artistic life. [Internet] [Thesis]. INFLIBNET; 2013. [cited 2021 Jan 27].
Available from: http://shodhganga.inflibnet.ac.in/handle/10603/17817.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rajan S. The making of an artist: a description of the artistic
mind and factors that contribute to an artistic life. [Thesis]. INFLIBNET; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/17817
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
15.
Ryan, Kevin.
Joint Action, Group Minds and Musical Improvisation: A Philosophical Analysis.
Degree: 2013, University of Edinburgh
URL: http://hdl.handle.net/1842/8612
► In this thesis, I shall explore the possibility of offering a non-reductive theory of group minds and joint action in performances of IGM. What makes…
(more)
▼ In this thesis, I shall explore the possibility of offering a non-reductive theory of group minds and joint action in performances of IGM. What makes my account distinct from many currently on offer is that I suggest group minds exist as both conceptually and ontologically distinct entities. I follow this particular route of exploration primarily to uncover a rich set of possibilities for theoretical advancements over existing theories of joint action. To be more specific, in exploring the psychological and conceptual grounding of group minds, I shall argue that in the context of IGM, group minds are conceptually and ontologically irreducible to individual minds. I develop this argument in light of Raimo Tuomela’s account of joint action. Since Tuomela's work has seen a number of revisions over the past several decades, my focus is on his 2007 book The Philosophy of Sociality: The Shared Point of View. While there is no intrinsic reason why one must choose Tuomela as the conceptual lens for an analysis of IGM, I have decided to do so, in part, because his work hasn't been given a full treatment in the context of joint artistic actions. Moreover, I find that several core conceptual elements in Tuomela's account offer a particularly enlightening way for approaching IGM and, furthermore, provide a strong base for defending an ontologically realist approach to group minds. In addition, Tuomela's account shall be juxtaposed with Bratman's work to explore why conceptual and ontological irreducibility is necessary for describing IGM.
Advisors/Committee Members: Vierkant, Tillmann.
Subjects/Keywords: Group Mind; Joint Action
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APA (6th Edition):
Ryan, K. (2013). Joint Action, Group Minds and Musical Improvisation: A Philosophical Analysis. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8612
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ryan, Kevin. “Joint Action, Group Minds and Musical Improvisation: A Philosophical Analysis.” 2013. Thesis, University of Edinburgh. Accessed January 27, 2021.
http://hdl.handle.net/1842/8612.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ryan, Kevin. “Joint Action, Group Minds and Musical Improvisation: A Philosophical Analysis.” 2013. Web. 27 Jan 2021.
Vancouver:
Ryan K. Joint Action, Group Minds and Musical Improvisation: A Philosophical Analysis. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/1842/8612.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ryan K. Joint Action, Group Minds and Musical Improvisation: A Philosophical Analysis. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8612
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
16.
Fawcett, Anastasia.
Social-cognitive abilities and the relationship between Trait Emotional Intelligence and Theory of Mind: in blind and sighted adults.
Degree: 2011, University of Edinburgh
URL: http://hdl.handle.net/1842/6148
► Background: While children with severe visual impairments have been observed to be profoundly delayed in acquiring some social cognitive abilities such as recognising the emotions…
(more)
▼ Background: While children with severe visual impairments have been observed to be profoundly delayed in acquiring some social cognitive abilities such as recognising the emotions of others and understanding the mental states of others, it is not known whether these deficits are long-term and are present in the visually impaired adult population. Aims: The aims of this study were to examine the performance of blind (N=10) and sighted (N=20) adults on an Advanced Theory of
Mind task and on an emotion recognition task. Additionally, recent research has highlighted the existence of a relationship between Theory of
Mind (ToM) and Emotional Intelligence (EI). This was also examined in the present study. Method: Three tasks; Faux Pas recognition, Reading the
Mind in the Voice and the Trait Emotional Intelligence Questionnaire Short Form were employed to gain insight into the differences in performance between the two groups. Results: Blind adults performed significantly better than sighted adults on ToM. Both groups performed similarly on emotion recognition and EI. A positive relationship was identified between EI and social-cognitive ToM in the whole sample as well as between EI and some sub-components of ToM, such as empathy. Conclusions: The results provide evidence that deficits displayed by visually impaired children in social-cognitive abilities may not necessarily be long-term problems. The evidence for a correlation between EI and ToM adds support to the growing literature in this area.
Advisors/Committee Members: Austin, Elizabeth.
Subjects/Keywords: Theory of Mind; Emotional Intelligence
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APA ·
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MLA ·
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Export
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APA (6th Edition):
Fawcett, A. (2011). Social-cognitive abilities and the relationship between Trait Emotional Intelligence and Theory of Mind: in blind and sighted adults. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6148
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Fawcett, Anastasia. “Social-cognitive abilities and the relationship between Trait Emotional Intelligence and Theory of Mind: in blind and sighted adults.” 2011. Thesis, University of Edinburgh. Accessed January 27, 2021.
http://hdl.handle.net/1842/6148.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fawcett, Anastasia. “Social-cognitive abilities and the relationship between Trait Emotional Intelligence and Theory of Mind: in blind and sighted adults.” 2011. Web. 27 Jan 2021.
Vancouver:
Fawcett A. Social-cognitive abilities and the relationship between Trait Emotional Intelligence and Theory of Mind: in blind and sighted adults. [Internet] [Thesis]. University of Edinburgh; 2011. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/1842/6148.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fawcett A. Social-cognitive abilities and the relationship between Trait Emotional Intelligence and Theory of Mind: in blind and sighted adults. [Thesis]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/6148
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Edinburgh
17.
Elder, Nicola.
Neural Basis of Theory of Mind: An eye gaze preference task.
Degree: 2010, University of Edinburgh
URL: http://hdl.handle.net/1842/6027
► This study considers the speculation made by previous researchers that ‘Theory of mind’ (ToM) could have a neural basis. ToM refers to our capacity to…
(more)
▼ This study considers the speculation made by previous researchers that ‘Theory of mind’
(ToM) could have a neural basis. ToM refers to our capacity to make inferences regarding
other individuals’ mental states and it is vital to how we function within the social world.
This research is a pilot study to assess if a ToM eye gaze preference task can be administered within the confides of an MRI scanner with a secondary aim of considering which brain regions could govern our ToM processes. The task was first administered to healthy controls within a pilot study to ensure that the required responses could be produced within certain time constraints. Satisfactory results then meant the task could be implemented in an fMRI study which was designed with the same time restraints as seen in the pilot study. Within this
study healthy controls had different BOLD responses when comparing the ToM task against
a control task within the Hippocampus, Insula and the Superior Temproal Gyrus. Further variations were found in the Inferior Parietal Cortex, the Amygdala, the Insula and the STG when comparing the neural responses found in the ToM condition to neural responses exhibited in the the favourite condition. In conclusion the main aim of the study was to implement and pilot a ToM eye gaze preference task into a novel imaging environment, this study has successfully completed this and therefore the task can be utilised within future
brain imaging studies perhaps considering various clinical populations.
Advisors/Committee Members: Abrahams, Sharon.
Subjects/Keywords: theory of mind; neural
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APA ·
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to Zotero / EndNote / Reference
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APA (6th Edition):
Elder, N. (2010). Neural Basis of Theory of Mind: An eye gaze preference task. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6027
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Elder, Nicola. “Neural Basis of Theory of Mind: An eye gaze preference task.” 2010. Thesis, University of Edinburgh. Accessed January 27, 2021.
http://hdl.handle.net/1842/6027.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Elder, Nicola. “Neural Basis of Theory of Mind: An eye gaze preference task.” 2010. Web. 27 Jan 2021.
Vancouver:
Elder N. Neural Basis of Theory of Mind: An eye gaze preference task. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/1842/6027.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Elder N. Neural Basis of Theory of Mind: An eye gaze preference task. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/6027
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
18.
Pachai, Amy A.
Understanding How Motivation Impacts Learning Through Mind Wandering.
Degree: PhD, 2020, McMaster University
URL: http://hdl.handle.net/11375/25240
► The current thesis intersects cognition and education to study the mental experience of mind wandering and its consequences. This research examines attention and memory using…
(more)
▼ The current thesis intersects cognition and education to study the mental experience of mind wandering and its consequences. This research examines attention and memory using materials, methodologies, and research questions drawn from authentic classroom environments. The overarching question driving this thesis centres on when and why students mind wander during lectures, and how we can reduce its negative impact on learning. The hypothesis underpinning all the presented research proposes that stronger motivation reduces mind wandering, thus improving learning outcomes. The current thesis examines how three different motivational manipulations affect reports of intentional mind wandering—when participants deliberately choose to redirect their attention away from the lecture—and unintentional mind wandering—when participants find their attention to be off-task despite their best efforts to stay focused. Quizzing, monetary rewards, and time-based rewards affected mind wandering reports, particularly reports of intentional mind wandering. Although, throughout this thesis, there was no direct impact on learning, there was consistent evidence of a negative correlation between mind wandering reports and learning. Based on these findings, this thesis discusses implications for the enterprise of mind wandering research, principles of motivation to leverage in education, and pedagogies to improve the classroom learning experience.
Thesis
Doctor of Philosophy (PhD)
Our minds wander multiple times a day—during work, school, leisure time, meals, and countless other activities. When mind wandering occurs during lectures, it negatively impacts our ability to learn information. If we are motivated, we are likely to learn more, and some researchers have suggested that this happens because we are better able to pay attention while learning. The research presented in this thesis used three reward types in an attempt to reduce two types of mind wandering (intentional vs. spontaneous) and, therefore, produce better learning. This thesis demonstrated that outside rewards can increase motivation, and that these changes in motivation appear to affect intentional mind wandering more than spontaneous mind wandering. Reducing mind wandering by properly motivating our students should promote better learning; as educators, effective lectures must play that role for students.
Advisors/Committee Members: Kim, Joseph A., Shore, David I., Psychology.
Subjects/Keywords: mind wandering; learning; attention; motivation
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APA ·
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APA (6th Edition):
Pachai, A. A. (2020). Understanding How Motivation Impacts Learning Through Mind Wandering. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/25240
Chicago Manual of Style (16th Edition):
Pachai, Amy A. “Understanding How Motivation Impacts Learning Through Mind Wandering.” 2020. Doctoral Dissertation, McMaster University. Accessed January 27, 2021.
http://hdl.handle.net/11375/25240.
MLA Handbook (7th Edition):
Pachai, Amy A. “Understanding How Motivation Impacts Learning Through Mind Wandering.” 2020. Web. 27 Jan 2021.
Vancouver:
Pachai AA. Understanding How Motivation Impacts Learning Through Mind Wandering. [Internet] [Doctoral dissertation]. McMaster University; 2020. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/11375/25240.
Council of Science Editors:
Pachai AA. Understanding How Motivation Impacts Learning Through Mind Wandering. [Doctoral Dissertation]. McMaster University; 2020. Available from: http://hdl.handle.net/11375/25240
University of Houston
19.
-6966-2131.
A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder.
Degree: MA, Psychology, Clinical, 2016, University of Houston
URL: http://hdl.handle.net/10657/1535
► Recent conceptualizations of personality disorders in general, and borderline personality disorder specifically, focus on dysfunction in self and other processing. These processes are best understood…
(more)
▼ Recent conceptualizations of personality disorders in general, and borderline personality disorder specifically, focus on dysfunction in self and other processing. These processes are best understood under the umbrella of social cognition, which refers to the cognitive processes involved in perceiving, attending to, remembering, thinking about, and making sense of the self and others. Research has found impairments in two particular domains of social cognition: theory of
mind and person perception. Person perception is defined as making on-line, rapid judgements about people’s personality and disposition and theory of
mind is defined as attributing mental states to oneself and others. One setback of previous studies of social-cognition in borderline personality disorder is that they have typically relied on single-task measures of social cognition, which have failed to acknowledge the multi-dimensional nature of this construct. Additionally, the few studies that have examined multiple social-cognitive modalities, have used separate measures. The use of multiple measures has the potential of obscuring true group differences with task- or stimuli-based differences, especially if they have differential reliabilities and/or validities. Therefore, for the current study, a novel task was adapted from existing, well-validated measures of theory of
mind (Movie Assessment for Social Cognition) and person perception (the Interpersonal Grid) such that both modalities were being evaluated using the same stimuli.
The novel task was then used to (a) evaluate the relations between theory of
mind and person perception and (b) using categorical and dimensional approaches, evaluate whether impairments in person perception and theory of
mind were present in relation to borderline personality disorder. Specifically, 100 adolescents were recruited from an inpatient unit and completed the novel task along with interview-based diagnostic measures and self-report measures of borderline personality features. While there were no findings of relations between theory of
mind and person perception and between both of these constructs and borderline personality disorder, further analyses revealed that among borderline adolescents, there was a unique pattern of relations between biased perceptions of Agency and theory of
mind impairments. Findings were discussed in relation to our current understanding of these social-cognitive processes in borderline personality disorder.
Advisors/Committee Members: Sharp, Carla (advisor), Hopwood, Christopher J. (committee member), Cirino, Paul T. (committee member).
Subjects/Keywords: Theory of mind; Person Perception
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APA (6th Edition):
-6966-2131. (2016). A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder. (Masters Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1535
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-6966-2131. “A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder.” 2016. Masters Thesis, University of Houston. Accessed January 27, 2021.
http://hdl.handle.net/10657/1535.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-6966-2131. “A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder.” 2016. Web. 27 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-6966-2131. A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder. [Internet] [Masters thesis]. University of Houston; 2016. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/10657/1535.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-6966-2131. A Novel Approach to Simultaneously Assess Relations Between Theory of Mind and Person Perception: Validation with an Inpatient Sample of Adolescents with Borderline Personality Disorder. [Masters Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1535
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of Cambridge
20.
Boutel, Adrian.
Could consciousness be physically realised?.
Degree: PhD, 2011, University of Cambridge
URL: http://www.dspace.cam.ac.uk/handle/1810/237244https://www.repository.cam.ac.uk/bitstream/1810/237244/2/license.txt
;
https://www.repository.cam.ac.uk/bitstream/1810/237244/5/Thesis%20%28Corrected%2c%20Assembled%29.pdf.txt
;
https://www.repository.cam.ac.uk/bitstream/1810/237244/6/Thesis%20%28Corrected%2c%20Assembled%29.pdf.jpg
► I defend physicalism about phenomenal consciousness against recent epistemic arguments for dualism. First I argue (as against Kripke) that psychophysical identities can be a posteriori…
(more)
▼ I defend physicalism about phenomenal consciousness against recent epistemic arguments for dualism. First I argue (as against Kripke) that psychophysical identities can be a posteriori (and apparently contingent, and conceivably false). Their epistemic status is due to the analytic independence of phenomenal and physical-functional terms. Unlike Kripke’s own explanation of a posteriori necessity, analytic independence is consistent with—indeed explained by—the direct reference of phenomenal terms, so Kripke’s argument against psychophysical identities fails. I then argue (as against White and Chalmers) that direct reference does not itself make identities a priori.
Next I endorse the “a priori entailment thesis”: if physicalism is true, phenomenal truths follow a priori from a complete statement of the facts of physics. I argue that physicalists must accept a priori entailment if we are to avoid brute or “strong” a posteriori necessities. I show that a priori entailment is consistent with analytic independence, and so make room for what Chalmers calls “type-C” physicalism. Jackson’s “Mary”, who knows all the physical facts, would be able to deduce the physical-functional reference of phenomenal terms, and so the truth of psychophysical identities, without appealing to analytic connections. The “knowledge” argument for dualism therefore fails. The lack of such connections does, however, help explain why Mary’s deduction seems intuitively impossible.
A priori entailment makes zombie scenarios inconceivable, so Chalmers’s “conceivability” argument fails. It also closes Levine’s “explanatory gap” between physical and phenomenal truths. Though it may not satisfy all demands for explanation, any remainder poses no threat to physicalism.
I then defend type-C physicalism against some recent objections to the “phenomenal-concept strategy”. I close by observing that while the view I defend can rebut epistemic arguments for dualism, it leaves the question of whether consciousness has a physical basis as a matter for empirical investigation.
Subjects/Keywords: Mind; Metaphysics; Physicalism; Consciousness
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APA (6th Edition):
Boutel, A. (2011). Could consciousness be physically realised?. (Doctoral Dissertation). University of Cambridge. Retrieved from http://www.dspace.cam.ac.uk/handle/1810/237244https://www.repository.cam.ac.uk/bitstream/1810/237244/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/237244/5/Thesis%20%28Corrected%2c%20Assembled%29.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/237244/6/Thesis%20%28Corrected%2c%20Assembled%29.pdf.jpg
Chicago Manual of Style (16th Edition):
Boutel, Adrian. “Could consciousness be physically realised?.” 2011. Doctoral Dissertation, University of Cambridge. Accessed January 27, 2021.
http://www.dspace.cam.ac.uk/handle/1810/237244https://www.repository.cam.ac.uk/bitstream/1810/237244/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/237244/5/Thesis%20%28Corrected%2c%20Assembled%29.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/237244/6/Thesis%20%28Corrected%2c%20Assembled%29.pdf.jpg.
MLA Handbook (7th Edition):
Boutel, Adrian. “Could consciousness be physically realised?.” 2011. Web. 27 Jan 2021.
Vancouver:
Boutel A. Could consciousness be physically realised?. [Internet] [Doctoral dissertation]. University of Cambridge; 2011. [cited 2021 Jan 27].
Available from: http://www.dspace.cam.ac.uk/handle/1810/237244https://www.repository.cam.ac.uk/bitstream/1810/237244/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/237244/5/Thesis%20%28Corrected%2c%20Assembled%29.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/237244/6/Thesis%20%28Corrected%2c%20Assembled%29.pdf.jpg.
Council of Science Editors:
Boutel A. Could consciousness be physically realised?. [Doctoral Dissertation]. University of Cambridge; 2011. Available from: http://www.dspace.cam.ac.uk/handle/1810/237244https://www.repository.cam.ac.uk/bitstream/1810/237244/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/237244/5/Thesis%20%28Corrected%2c%20Assembled%29.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/237244/6/Thesis%20%28Corrected%2c%20Assembled%29.pdf.jpg
University of Oxford
21.
Liu, Michelle Yuanbo.
Revelation and the intuition of dualism.
Degree: PhD, 2019, University of Oxford
URL: http://ora.ox.ac.uk/objects/uuid:b52b734d-33ce-4e2a-96e0-e0847258892e
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780800
► There is a broad consensus among philosophers that when we think about the nature of consciousness, there is a persistent and plausibly widespread intuition of…
(more)
▼ There is a broad consensus among philosophers that when we think about the nature of consciousness, there is a persistent and plausibly widespread intuition of dualism - a belief or a disposition to believe that consciousness is nonphysical. This dissertation addresses the intuition of dualism and what explains it. The main body of the dissertation focuses on expounding a rational explanation of our dualistic intuition by drawing on what is known as the 'thesis of revelation' in the philosophy of mind, the claim that the essences of phenomenal properties are revealed in phenomenal experiences. The thesis of revelation, as I clarify, is incompatible with physicalism. Furthermore, as I argue, it is part of our ordinary conception of experience and its intuitiveness is what underlies our intuition of dualism. In my dissertation, I also defend the thesis of revelation from existing and potential objections. The dissertation is divided into three main parts. Part I introduces the theme of the dissertation (chapter 1), elucidates the intuition of dualism (chapter 2), and critically assesses a number of candidate explanations of the intuition (chapter 3). Part II is dedicated to sharpening our understanding of revelation (chapter 4), clarifying its alleged incompatibility with standard versions of physicalism (chapter 5), and putting forward a linguistic argument for its intuitiveness (chapter 6). Discussion of these issues helps to bring forth a rational explanation for the intuition of dualism in terms of the intuitiveness of revelation (chapter 7). The issues of whether similar intuitions of distinctness can arise in other areas and of what explains the intuitiveness of revelation are also addressed (chapter 7). Parts I and II complete the main narrative of the dissertation. Part III deals with some further issues regarding revelation. It addresses objections against the revelation argument against physicalism and the thesis of revelation itself (chapter 8). It also provides a preliminary defence of property dualism, a position compatible with revelation, from the exclusion problem (chapter 9).
Subjects/Keywords: Philosophy of mind; consciousness
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APA ·
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Liu, M. Y. (2019). Revelation and the intuition of dualism. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:b52b734d-33ce-4e2a-96e0-e0847258892e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780800
Chicago Manual of Style (16th Edition):
Liu, Michelle Yuanbo. “Revelation and the intuition of dualism.” 2019. Doctoral Dissertation, University of Oxford. Accessed January 27, 2021.
http://ora.ox.ac.uk/objects/uuid:b52b734d-33ce-4e2a-96e0-e0847258892e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780800.
MLA Handbook (7th Edition):
Liu, Michelle Yuanbo. “Revelation and the intuition of dualism.” 2019. Web. 27 Jan 2021.
Vancouver:
Liu MY. Revelation and the intuition of dualism. [Internet] [Doctoral dissertation]. University of Oxford; 2019. [cited 2021 Jan 27].
Available from: http://ora.ox.ac.uk/objects/uuid:b52b734d-33ce-4e2a-96e0-e0847258892e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780800.
Council of Science Editors:
Liu MY. Revelation and the intuition of dualism. [Doctoral Dissertation]. University of Oxford; 2019. Available from: http://ora.ox.ac.uk/objects/uuid:b52b734d-33ce-4e2a-96e0-e0847258892e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780800
University of Debrecen
22.
Dobreva, Anastasiya.
How the Body Shapes the Mind
.
Degree: DE – Fogorvostudományi Kar, University of Debrecen
URL: http://hdl.handle.net/2437/242137
► In this thesis we will be looking at embodiment and embodied cognition first. Our mind is embodied though our movements and interactions in the world,…
(more)
▼ In this thesis we will be looking at embodiment and embodied cognition first. Our
mind is embodied though our movements and interactions in the world, it shapes our cognition. Cognitive process are deeply rooted through our body’s interactions with the world. I will also look at body image and how it can affect people. Negative body image will leave a person as having a bad outlook on life, compared to a person with a positive body image who will see the world more brightly. I will finally look at body image in different cultures. The two cultures are individualist and collectivist, depending on which one people have been raised or live in it will shape their way of thinking. Collectivist identify in society as “We” and individualists identify as “I”. People in collectivist cultures try to fit in while individualists change their environment if they don’t like it. I will also look at other cultures and what they see as aesthetically pleasing. For instance teeth filing amongst the Mayans meant higher social class and more beautiful. In this thesis I have concluded that depending on the experiences a person has, what culture they come from or how they were raised, all shape our way of thinking and our body image, which will in turn affect our day to day interactions and well-being. This can in turn be linked to a person’s teeth, if they have an attractive smile they are more likely to smile, drawing people to them and generally improving their quality of life. However a person with a less attractive smile (eg. yellow teeth) may feel less confident in smiling, lowering their self-esteem.
Advisors/Committee Members: Molnár, Péter (advisor).
Subjects/Keywords: body;
mind
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APA (6th Edition):
Dobreva, A. (n.d.). How the Body Shapes the Mind
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/242137
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dobreva, Anastasiya. “How the Body Shapes the Mind
.” Thesis, University of Debrecen. Accessed January 27, 2021.
http://hdl.handle.net/2437/242137.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dobreva, Anastasiya. “How the Body Shapes the Mind
.” Web. 27 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
No year of publication.
Vancouver:
Dobreva A. How the Body Shapes the Mind
. [Internet] [Thesis]. University of Debrecen; [cited 2021 Jan 27].
Available from: http://hdl.handle.net/2437/242137.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.
Council of Science Editors:
Dobreva A. How the Body Shapes the Mind
. [Thesis]. University of Debrecen; Available from: http://hdl.handle.net/2437/242137
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.
Victoria University of Wellington
23.
Mayo, Alan John.
How Does Business Strategy Treat Cognition?.
Degree: 2020, Victoria University of Wellington
URL: http://hdl.handle.net/10063/8839
► Strategizing is a human cognitive activity. While this may suggest that business strategy would focus on human cognition, this thesis finds the opposite – that…
(more)
▼ Strategizing is a human cognitive activity. While this may suggest that business strategy would focus on human cognition, this thesis finds the opposite – that business strategy overwhelmingly treats cognition superficially, and that business strategy consequently is limited and underperforms. This thesis recommends a cognitive turn that places cognition at the centre of business strategy and thereby enables the enhanced research and execution of business strategy.
To research the question “how does business strategy treat cognition?” requires an epistemology that admits cognition. Having found no such epistemology, this thesis creates its own – Pragmatic Cognitivism. A research method that is based upon the works of Michel Foucault, and which aligns with this epistemology, is adopted to analyse two mainstream business strategy discourses and two academic business strategy discourses.
This analysis finds that business strategy, driven by Enlightenment thinking and human sciences, perceives itself to be the problem and creates a large variety of approaches to strategy and strategy solutions. The development of these approaches establishes both the discipline of strategy and the role of the strategist. The analysis concludes that business strategy often ignores cognition and, when it is considered, it is treated only as a side issue. Furthermore, strategy solutions are not cognitive solutions, tasks such as learning and designing strategy are not considered, there is no consideration of knowledge of strategy and strategy intentions, and the subconscious is rarely mentioned.
Conditions that have led to this limited treatment of cognition include a scientific approach that does not easily cater for cognition and the complexities of understanding the
mind. For business strategy, this has resulted in methodological approaches, a limited scope, and underperformance. Business strategy has developed in such a way that its own context is the limiting factor – business strategy cannot perform well because its core ingredient, cognition, is left untreated.
This thesis recommends a cognitive turn in business strategy that makes cognition the centre of strategy discourses. This is not to wholly reject current discourses, but it is a fundamental shift in how business strategy is conceived, researched, and executed. By placing cognition at the centre of strategy interpretations, strategy can potentially develop higher levels of performance rather than being structurally constrained.
The necessary starting point for such a cognitive turn is epistemological – to enable cognition to be well thought. Pragmatic Cognitivism is recommended as an epistemology that enables the reinstatement of the concepts of intuition and judgment, the inclusion of the subconscious as a cognitive factor, and the consideration of group cognitive dynamics. Such a cognitive turn is not an increased drawing of theory from contemporary psychology – it is a turn to concepts initially found in pre-behavioural approaches.
This thesis seeks to understand…
Advisors/Committee Members: Cummings, Steven, Davenport, Sally Jane.
Subjects/Keywords: Business; Strategy; Cognition; Mind; Foucault
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APA ·
Chicago ·
MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mayo, A. J. (2020). How Does Business Strategy Treat Cognition?. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8839
Chicago Manual of Style (16th Edition):
Mayo, Alan John. “How Does Business Strategy Treat Cognition?.” 2020. Doctoral Dissertation, Victoria University of Wellington. Accessed January 27, 2021.
http://hdl.handle.net/10063/8839.
MLA Handbook (7th Edition):
Mayo, Alan John. “How Does Business Strategy Treat Cognition?.” 2020. Web. 27 Jan 2021.
Vancouver:
Mayo AJ. How Does Business Strategy Treat Cognition?. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2020. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/10063/8839.
Council of Science Editors:
Mayo AJ. How Does Business Strategy Treat Cognition?. [Doctoral Dissertation]. Victoria University of Wellington; 2020. Available from: http://hdl.handle.net/10063/8839
Victoria University of Wellington
24.
Meier, Jeremy.
Suspicious Minds: The Link Between Stress and Perceptions of Agency.
Degree: 2020, Victoria University of Wellington
URL: http://hdl.handle.net/10063/9315
► How do we perceive other minds? Research shows that people intuitively think about other minds in terms of two dimensions: agency (the capacity to think…
(more)
▼ How do we perceive other minds? Research shows that people intuitively think about other minds in terms of two dimensions: agency (the capacity to think and act) and experience (the capacity to sense and feel). Perceiving a
mind in another entity can alter how people interact it because
mind perception implies moral status. There is evidence that stress alters the treatment of others, including contributing to dehumanization (the failure to perceive a humanlike
mind in another person), but the effect of stress on
mind perception is unknown. Based on previous research about the effects of stress on psychological phenomena related to the dimensions of agency and experience, I hypothesized that stress increases perceptions of agency and reduces perceptions of experience. To test these hypotheses, I conducted four studies combining two different measures of
mind perception and two different methodological approaches. The results were inconsistent from one study to the next, but a tentative pattern emerged when taking all studies together. Participants who reported high levels of pre-existing stress tended to perceive more agency across a range of different entities, while inducing stress in the laboratory caused participants to attribute agency more readily to inanimate human faces. These results were weak and inconsistent, but they suggest that stress might increase perceptions of agency. The results for experience were inconclusive. I discuss some possible implications of my findings for
mind perception and morality.
Advisors/Committee Members: Carmel, David, Grimshaw, Gina.
Subjects/Keywords: Mind perception; Stress; TSST
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APA (6th Edition):
Meier, J. (2020). Suspicious Minds: The Link Between Stress and Perceptions of Agency. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/9315
Chicago Manual of Style (16th Edition):
Meier, Jeremy. “Suspicious Minds: The Link Between Stress and Perceptions of Agency.” 2020. Masters Thesis, Victoria University of Wellington. Accessed January 27, 2021.
http://hdl.handle.net/10063/9315.
MLA Handbook (7th Edition):
Meier, Jeremy. “Suspicious Minds: The Link Between Stress and Perceptions of Agency.” 2020. Web. 27 Jan 2021.
Vancouver:
Meier J. Suspicious Minds: The Link Between Stress and Perceptions of Agency. [Internet] [Masters thesis]. Victoria University of Wellington; 2020. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/10063/9315.
Council of Science Editors:
Meier J. Suspicious Minds: The Link Between Stress and Perceptions of Agency. [Masters Thesis]. Victoria University of Wellington; 2020. Available from: http://hdl.handle.net/10063/9315
University of Aberdeen
25.
Insch, Pauline M.
Exploring the impact of aging and dementia on the precursors to theory of mind.
Degree: PhD, 2013, University of Aberdeen
URL: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152724690005941
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582708
► Older adults with and without dementia have repeatedly shown poorer performance on tasks thought to tap theory of mind abilities. However these tasks may rely…
(more)
▼ Older adults with and without dementia have repeatedly shown poorer performance on tasks thought to tap theory of mind abilities. However these tasks may rely on other cognitive functions such as memory and as a result it is not clear if task difficulties reflect poorer ability to infer mental states or represent declines in general cognitive function. It is argued that theory of mind occurs as a result of decoding basic social information from others such as the emotion experienced, intentionality cues, the direction of eye gaze and the ability to engage in shared attention. This thesis contains a task assessing each of these precursors with the experimental chapters reporting two studies, the first establishes if differences emerge in healthy aging between young and older adults.The second study uses the same task to determine if those with dementia differ from healthy controls. When decoding facial emotion (chapter four) older adults were poorer than younger recognising negative emotions showing a bias for choosing the label disgust.Those with dementia differed qualitatively from age-matched controls showing a bias to label negative emotions as positive. When decoding intentionality from the body (chapter five) older adults showed most difficulty decoding negative affect. Those with dementia were significantly worse decoding emotions but also showed tendencies to choose positive emotion labels in this modality. The ability to discriminate between different directions of eye gaze (chapter six) revealed older adults were worse at discriminating between direct and averted gaze, dementia impacted further on this ability. When establishing shared attention (chapter seven) older adults used gaze cues significantly less than young however those with dementia performed comparably to their age matched controls.These results are evaluated in the context of relevant theories of aging and the implications for the social function of those with dementia are discusse
Subjects/Keywords: 150; Dementia; Philosophy of mind
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APA ·
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Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Insch, P. M. (2013). Exploring the impact of aging and dementia on the precursors to theory of mind. (Doctoral Dissertation). University of Aberdeen. Retrieved from https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152724690005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582708
Chicago Manual of Style (16th Edition):
Insch, Pauline M. “Exploring the impact of aging and dementia on the precursors to theory of mind.” 2013. Doctoral Dissertation, University of Aberdeen. Accessed January 27, 2021.
https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152724690005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582708.
MLA Handbook (7th Edition):
Insch, Pauline M. “Exploring the impact of aging and dementia on the precursors to theory of mind.” 2013. Web. 27 Jan 2021.
Vancouver:
Insch PM. Exploring the impact of aging and dementia on the precursors to theory of mind. [Internet] [Doctoral dissertation]. University of Aberdeen; 2013. [cited 2021 Jan 27].
Available from: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152724690005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582708.
Council of Science Editors:
Insch PM. Exploring the impact of aging and dementia on the precursors to theory of mind. [Doctoral Dissertation]. University of Aberdeen; 2013. Available from: https://eu03.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152724690005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582708
University of Illinois – Urbana-Champaign
26.
Chinchanachokchai, Boonthida.
Where was my mind?: The role of perceptual load on mind wandering and consumer memory for advertising content.
Degree: PhD, 0079, 2013, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/44412
► In the modern world, consumers often engage in multiple tasks at the same time in the hope of effectively managing their time, increasing the palatability…
(more)
▼ In the modern world, consumers often engage in multiple tasks at the same time in the hope of effectively managing their time, increasing the palatability of boring tasks, or to achieve several goals simultaneously. Most studies in multitasking show that when people perform two tasks simultaneously, one or both tasks can be delayed or impaired (Pashler 1994). In some cases, however, performing an undemanding secondary task can actually increase one’s attention to information that is relevant to the primary task by preventing one’s
mind from wandering, which is known to consume a significant amount of cognitive resources when it occurs (Smallwood et al. 2003). As a result,
mind wandering could lead to interference with the processing of an advertising message. This dissertation explores the relationship between multitasking,
mind wandering and the ways different characteristics of a secondary task cognitive or perceptual affect memory for ad content. It shows how performing low perceptual-load secondary tasks (e.g., doodling, playing a simple computer game) can decrease
mind wandering and increase memory for an advertisement, whereas cognitive-load tasks decrease memory about the advertisement. Six studies demonstrate when
mind wandering occurs and how perceptual and cognitive load secondary tasks can influence
mind wandering and memory for the ad content. Overall, this dissertation applies load theory from cognitive psychology to explain and expand our understanding of consumer behavior and the development of marketing practices.
Advisors/Committee Members: Otnes, Cornelia C. (advisor), Faber, Ronald J. (advisor), Otnes, Cornelia C. (Committee Chair), Faber, Ronald J. (committee member), White, Tiffany B. (committee member), Noel, Hayden (committee member), Duff, Brittany (committee member).
Subjects/Keywords: Multitasking; mind wandering; memory
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APA (6th Edition):
Chinchanachokchai, B. (2013). Where was my mind?: The role of perceptual load on mind wandering and consumer memory for advertising content. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44412
Chicago Manual of Style (16th Edition):
Chinchanachokchai, Boonthida. “Where was my mind?: The role of perceptual load on mind wandering and consumer memory for advertising content.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 27, 2021.
http://hdl.handle.net/2142/44412.
MLA Handbook (7th Edition):
Chinchanachokchai, Boonthida. “Where was my mind?: The role of perceptual load on mind wandering and consumer memory for advertising content.” 2013. Web. 27 Jan 2021.
Vancouver:
Chinchanachokchai B. Where was my mind?: The role of perceptual load on mind wandering and consumer memory for advertising content. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/2142/44412.
Council of Science Editors:
Chinchanachokchai B. Where was my mind?: The role of perceptual load on mind wandering and consumer memory for advertising content. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44412
University of Melbourne
27.
Staalesen, Steffen Severin.
The naturalisation of phenomenology: phenomenology meets philosophy of biology.
Degree: 2015, University of Melbourne
URL: http://hdl.handle.net/11343/91288
► The project of naturalising phenomenology faces a seemingly insurmountable hurdle. If, as is commonly held, phenomenology consists of the search for the transcendental structures of…
(more)
▼ The project of naturalising phenomenology faces a seemingly insurmountable hurdle. If, as is commonly held, phenomenology consists of the search for the transcendental structures of consciousness, and naturalism consists in the reductionistic explanation of consciousness in terms of psychology, biology and ultimately physics, then one simply can't have a naturalised phenomenology because it is a contradiction in terms. The simple answer to this is yes, when speaking in these terms a naturalised phenomenology is a contradiction in terms; but that doesn't mean we should continue speaking in such terms. There is more to phenomenology than that which Husserl had to say, and moreover, naturalism is not invariably reductionism. One could say that these two positions represent two poles of a continuum, with transcendental phenomenology at one end and reductive physicalism at the other. There are, evidently, a swathe of positions in between these two extremes.
This has not gone unnoticed. In a review of this research program Shaun Gallagher notes that there is more than one fruitful, not to mention justified, interpretation of phenomenology, and moreover that naturalism need not be thoroughly reductionistic. Indeed in finishing he (tentatively) suggests that the unification of phenomenology and naturalism might come after we have redefined both. In pursuit of this point I have set out to identify a brand of naturalism that can accommodate a brand of phenomenological psychology. By way of results, I have found that a position known as pragmatic naturalism can be the naturalistic framework within which the phenomenologico-psychological posits of neurophenomenology are perfectly legitimate scientific artefacts. In summary, this view of nature, which is championed by the prominent philosopher of science Philip Kitcher, and which draws on Quine's radical empiricism and John Dupré’s promiscuous realism, begins by denying that there is a privileged way of investigating the world. Taking the failure of reductionism in biology as his point of departure, Kitcher argues that there are a number of legitimate ways in which the world can be structured and that physics is only one of them. From this it follows that the ontological structures posited by the higher order sciences, such as biology and psychology, do not need to be corroborated by physics; all that matters is that they are empirically verifiable. And all this, he argues, is entirely consistent with a perfectly reasonable brand of realism about scientific knowledge. I want to propose that in this context the structures posited by phenomenological psychologists could count as legitimate scientific artefacts, and therefore that pragmatic naturalism could serve as an overarching naturalistic framework for neurophenomenology.
To this end my paper will proceed as follows. I will begin by characterising neurophenomenology as a brand of phenomenological psychology, after which I will establish the need for a novel naturalistic framework. With this motivation in place I will…
Subjects/Keywords: phenomenology; philosophy of mind
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APA (6th Edition):
Staalesen, S. S. (2015). The naturalisation of phenomenology: phenomenology meets philosophy of biology. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/91288
Chicago Manual of Style (16th Edition):
Staalesen, Steffen Severin. “The naturalisation of phenomenology: phenomenology meets philosophy of biology.” 2015. Masters Thesis, University of Melbourne. Accessed January 27, 2021.
http://hdl.handle.net/11343/91288.
MLA Handbook (7th Edition):
Staalesen, Steffen Severin. “The naturalisation of phenomenology: phenomenology meets philosophy of biology.” 2015. Web. 27 Jan 2021.
Vancouver:
Staalesen SS. The naturalisation of phenomenology: phenomenology meets philosophy of biology. [Internet] [Masters thesis]. University of Melbourne; 2015. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/11343/91288.
Council of Science Editors:
Staalesen SS. The naturalisation of phenomenology: phenomenology meets philosophy of biology. [Masters Thesis]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/91288
University of Edinburgh
28.
Zucca, Diego.
Defending the content view of perceptual experience.
Degree: PhD, 2013, University of Edinburgh
URL: http://hdl.handle.net/1842/9735
► This thesis is a defense of the Content View on perceptual experience, of the idea that our perceptual experiences represent the world as being a…
(more)
▼ This thesis is a defense of the Content View on perceptual experience, of the idea that our perceptual experiences represent the world as being a certain way and so have representational content. Three main issues are addressed in this work. Firstly, I try to show that the Content View fits very well both with the logical behaviour of ordinary ascriptions of seeing-episodes and related experiential episodes, and with our pretheoretical intuitions about what perceiving and experiencing ultimately are: that preliminary analysis speaks for the prima facie plausibility of such a view. Secondly, I put forward a detailed account of perceptual episodes in semantic terms, by articulating and arguing for a specific version of the Content View. I provide arguments for the following theses: Perceptual content is two-layered so it involves an iconic level and a discrete or proto-propositional level (which roughly maps the seeing-as ascriptions in ordinary practices). Perceptual content is singular and object-dependent or de re, so it includes environmental objects as its semantic constituents. The phenomenal character of perceptual experience is co-determined by the represented properties together with the Mode (ex. Visual Mode), but not by the perceived objects: that is what I call an impure representationalism. Perceptual content is 'Russellian': it consists of worldly objects, properties and relations. Both perceptual content and phenomenal character are 'wide' or determined by environmental factors, thus there is no Fregean, narrow perceptual content. Thirdly, I show that such a version of the Content View can cope with the objections which are typically moved against the Content View as such by the advocates of (anti-intentionalist versions of) disjunctivism. I myself put forward a moderately disjunctivist version of the Content View, according to which perceptual relations (illusory or veridical) must be told apart from hallucinations as mental states of a different kind. Such a disjunctivism is 'moderate' insofar as it allows genuinely relational perceptual experiences and hallucinations to share a positive phenomenal character, contrary to what Radical Disjunctivism cum Naïve Realism holds. Showing that the Content View vindicates our pre-theoretical intuitions and does justice of our ordinary ascriptive practices, articulating a detailed and argued version of the Content View, and showing that such a version is not vulnerable to the standard objections recently moved to the Content View by the disjunctive part, all that can be considered as a big, multifaceted Argument for the Content View.
Subjects/Keywords: 153.7; perception; mind; content; experience
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APA ·
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APA (6th Edition):
Zucca, D. (2013). Defending the content view of perceptual experience. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/9735
Chicago Manual of Style (16th Edition):
Zucca, Diego. “Defending the content view of perceptual experience.” 2013. Doctoral Dissertation, University of Edinburgh. Accessed January 27, 2021.
http://hdl.handle.net/1842/9735.
MLA Handbook (7th Edition):
Zucca, Diego. “Defending the content view of perceptual experience.” 2013. Web. 27 Jan 2021.
Vancouver:
Zucca D. Defending the content view of perceptual experience. [Internet] [Doctoral dissertation]. University of Edinburgh; 2013. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/1842/9735.
Council of Science Editors:
Zucca D. Defending the content view of perceptual experience. [Doctoral Dissertation]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/9735
University of Waterloo
29.
Forrin, Noah.
How Reading Difficulty Influences Mind-Wandering: The Theoretical Importance of Measuring Interest.
Degree: 2016, University of Waterloo
URL: http://hdl.handle.net/10012/10738
► In many situations, increasing task difficulty decreases thoughts that are unrelated to the task (i.e., mind-wandering; see Smallwood & Schooler, 2006, for a review). However,…
(more)
▼ In many situations, increasing task difficulty decreases thoughts that are unrelated to the task (i.e., mind-wandering; see Smallwood & Schooler, 2006, for a review). However, Feng, D’Mello, and Graesser (2013) recently reported a discrepant finding in the context of reading. They showed that increasing the objective reading difficulty of passages (by decreasing word frequency and complicating sentence structure) actually increased mind-wandering. The primary goal of this work was to gain insight into the mechanism that drives this positive relation between objective reading difficulty and mind-wandering. This effect is investigated over three chapters. Chapter 1 demonstrates that the effect of objective difficulty on mind-wandering is confounded by differences in passage section-length between easy and hard passages when they are presented one sentence at a time. Chapter 2 more broadly explores the possibility that distinctive processing influences subjective impressions of passage difficulty and interest (which may consequently influence mind-wandering). And Chapter 3 shows that mind-wandering increases over time spent reading, which may be related to decreasing subjective interest. This research builds to the conclusion that subjective interest is of central theoretical importance to research on difficulty and mind-wandering: A manipulation designed to influence the difficulty of a task may also influence participants’ subjective interest in the task, which may in turn influence their tendency to mind-wander.
Subjects/Keywords: mind-wandering; reading; comprehension
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APA ·
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APA (6th Edition):
Forrin, N. (2016). How Reading Difficulty Influences Mind-Wandering: The Theoretical Importance of Measuring Interest. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/10738
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Forrin, Noah. “How Reading Difficulty Influences Mind-Wandering: The Theoretical Importance of Measuring Interest.” 2016. Thesis, University of Waterloo. Accessed January 27, 2021.
http://hdl.handle.net/10012/10738.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Forrin, Noah. “How Reading Difficulty Influences Mind-Wandering: The Theoretical Importance of Measuring Interest.” 2016. Web. 27 Jan 2021.
Vancouver:
Forrin N. How Reading Difficulty Influences Mind-Wandering: The Theoretical Importance of Measuring Interest. [Internet] [Thesis]. University of Waterloo; 2016. [cited 2021 Jan 27].
Available from: http://hdl.handle.net/10012/10738.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Forrin N. How Reading Difficulty Influences Mind-Wandering: The Theoretical Importance of Measuring Interest. [Thesis]. University of Waterloo; 2016. Available from: http://hdl.handle.net/10012/10738
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of North Texas
30.
Banks, Jonathan Britten.
Is Mind Wandering the Mechanism Responsible for Life Stress Induced Impairments in Working Memory Capacity?.
Degree: 2011, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc84169/
► The relationship between life stress and working memory capacity (WMC) has been documented in college students and older adults. It has been proposed that intrusive…
(more)
▼ The relationship between life stress and working memory capacity (WMC) has been documented in college students and older adults. It has been proposed that intrusive thoughts about life stress are the mechanism responsible for the impairments seen in WMC. To examine the mechanism responsible for these impairments the current study attempted to induce intrusive thoughts about personal events. The current study allowed for a test of predictions made by two theories of
mind wandering regarding the impact of these intrusive thoughts on WMC task performance. One hundred fifty undergraduates were assigned to a control group, positive event group, or negative event group. Participants in the positive and negative event groups completed a short emotional disclosure about an imagined future positive or negative event, respectively, to induce positive or negative intrusive thoughts. WMC measures were completed prior to and following the emotional writing. Results indicated a significant relationship between WMC and
mind wandering, however the writing manipulation did not result in any consistent changes in intrusive thoughts or WMC. The results suggest a causal relationship between WMC and
mind wandering. The emotional valence of the intrusive thought altered the impact on WMC. No relationship was seen between the measures of stress and WMC. The results of the current study suggest that negative intrusive thoughts result in impaired WMC task performance but other types of off-task thoughts may not result in similar impairments.
Advisors/Committee Members: Boals, Adriel, 1973-, Hayslip, Bert, Ruggero, Camilo.
Subjects/Keywords: Working memory; mind wandering; stress
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Open Access Theses and Dissertations
