Faces of Intersubjectivity

2015 ◽  
Vol 46 (1) ◽  
pp. 1-32 ◽  
Author(s):  
Louis Sass ◽  
Elizabeth Pienkos
Keyword(s):  
Theory Of Mind ◽  
Common Sense ◽  
Human Movement ◽  
First Person ◽  
Dialectical Structure ◽  
Case Examples ◽  
Interpersonal Experience ◽  
Classic Literature ◽  
Similarities And Differences

Here we consider interpersonal experience in schizophrenia, melancholia, and mania. Our goal is to improve understanding of similarities and differences in how other people can be experienced in these disorders, through a review of first-person accounts and case examples and of contemporary and classic literature on the phenomenology of these disorders. We adopt a tripartite/dialectical structure: first we explore main differences as traditionally described; next we consider how the disorders may resemble each other; finally we discuss more subtle but perhaps foundational ways in which the phenomenology of these disorders may nonetheless be differentiated. These involve disruptions of common sense and conventionality, abnormalities of empathy, distinct forms of paranoia and the sense of personal centrality, and altered perceptions of intentionality, deadness, and artificiality. We end by considering some neurocognitive research relevant to these abnormal forms of subjectivity, including work on theory of mind, experience of human movement, and perception of faces.

GlobalMind

2011 ◽  
pp. 205-229
Author(s):  
Hyemin Chung ◽  
Henry Lieberman
Keyword(s):  
Cultural Differences ◽  
Machine Translation ◽  
Common Sense ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Language Resources ◽  
Language Differences ◽  
Cross Cultural Communication ◽  
Similarities And Differences ◽  
Common Sense Knowledge

The need for more effective communication between people of different countries has increased as travel and communications bring more of the world’s people together. Communication is often difficult because of both language differences and cultural differences. Attempts to bridge these differences include many attempts to perform machine translation or provide language resources such as dictionaries or phrase books; however, many problems related to cultural and conceptual differences still remain. Automated mechanisms to analyze cultural similarities and differences might be used to improve traditional machine translators and as aids to cross-cultural communication. This article presents an approach to automatically compute cultural differences by comparing databases of common-sense knowledge in different languages and cultures. Global- Mind provides an interface for acquiring databases of common-sense knowledge from users who speak different languages. It implements inference modules to compute the cultural similarities and differences between these databases. In this article, the design of the GlobalMind databases, the implementation of its inference modules, as well as an evaluation of GlobalMind are described.

scholarly journals Developmental evidence for enhanced theory of mind for competitive versus cooperative contexts

2017 ◽  
Author(s):  
Lily Tsoi ◽  
Kiley Hamlin ◽  
Adam Waytz ◽  
Andrew Scott Baron ◽  
Liane Young
Keyword(s):  
Preschool Children ◽  
Theory Of Mind ◽  
Social Interactions ◽  
Mental States ◽  
The Other ◽  
First Person ◽  
False Beliefs ◽  
Other Hand ◽  
The One

There is a debate regarding the function of theory of mind (ToM), the capacity to infer, attribute, and reason about mental states. On the one hand are evolutionary and psychological work suggesting that ToM is greater for competition than cooperation. On the other hand are findings and theories promoting greater ToM for cooperation than competition. We investigate the question of whether ToM is greater for competition than cooperation or vice versa by examining the period of development during which explicit ToM comes online. In two studies, we examined preschool children’s abilities to explicitly express an understanding of false beliefs—a key marker of ToM—and ability to apply that understanding in first-person social interactions in competitive and cooperative contexts. Our findings reveal that preschool children are better at understanding false beliefs and applying that understanding in competitive contexts than in cooperative contexts.

Cognitive Therapy and Rational-Emotive Therapy: A Dialogue

1987 ◽  
Vol 1 (4) ◽  
pp. 205-255 ◽  
Author(s):  
Albert Ellis ◽  
Jeffrey Young ◽  
George Lockwood
Keyword(s):  
Cognitive Therapy ◽  
Emotional Disorders ◽  
Biological Factors ◽  
Rational Emotive Therapy ◽  
Case Examples ◽  
Rational Emotive ◽  
Similarities And Differences

In the dialogue that follows, proponents representing rational-emotive therapy (RET) and cognitive therapy discuss ways in which they would conceptualize and treat various case examples. The similarities and differences in approaches are then examined. It was found that RET takes biological factors heavily into account, whereas cognitive therapy sees learning as primary in the development of emotional disorders; that RET focuses mainly on absolutistic thought, whereas cognitive therapy emphasizes faulty perceptions and inferences as much as absolutistic thought as targets for intervention; and that RET’s style is forceful and directive, whereas cognitive therapy’s style is gentle and more collaborative. In addition, the two approaches were found to differ in their goals for treatment: RET advocates an effort to minimize or eliminate the client’s “musts” and “shoulds”; cognitive therapy aims at moderating such absolutistic thought. Possible factors explaining the origin of these differences are explored.

Cognitive-Behavioral Hypnotherapy for Anxiety Disorders

1994 ◽  
Vol 8 (4) ◽  
pp. 265-274 ◽  
Author(s):  
William L. Golden
Keyword(s):  
Anxiety Disorders ◽  
Behavior Therapy ◽  
Cognitive Behavior Therapy ◽  
Cognitive Restructuring ◽  
Cognitive Behavioral ◽  
Cognitive Behavior ◽  
Case Examples ◽  
Similarities And Differences

The similarities and differences between cognitive behavioral hypnotherapy (CBH) and cognitive-behavior therapy (CBT) as treatments for anxiety disorders are discussed. CBH interventions such as relaxation procedures, cognitive restructuring, desensitization, flooding, self-hypnosis, and hypnotic regression are described. Case examples are presented to illustrate the application of each technique.

Searle Rediscovers What Was Not Lost

Dialogue ◽  
1998 ◽  
Vol 37 (1) ◽  
pp. 117-130
Author(s):  
Tim Kenyon
Keyword(s):  
Artificial Intelligence ◽  
Theory Of Mind ◽  
Common Sense ◽  
Philosophy Of Mind ◽  
Common Sense View ◽  
The Mind

John Searle's The Rediscovery of the Mind comprises two related projects. The first is to show that philosophy of mind since Descartes has been not merely false, but obviously false. The materialist tradition—as Searle encapsulates behaviourism, type and token identity theories, functionalism, Artificial Intelligence, and eliminativism—consists of more or less crazy positions, with a crucial shared trait: they “leave out” the mind, the very thing they were to explain. Searle's second concern is to sketch his own theory of mind, a “common-sense” view that is, he claims, obviously true, and thus is a sharp departure from the madness of the various received views of this century.

scholarly journals Constructing a Narrative in the Standard Unexpected Transfer Test in Adolescence and Adulthood

2010 ◽  
Vol 14 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Marta Białecka-Pikul ◽  
Marta Rynda ◽  
Daria Syrecka
Keyword(s):  
Theory Of Mind ◽  
Transfer Test ◽  
Transfer Task ◽  
Mental States ◽  
The Other ◽  
First Person ◽  
Person Perspective ◽  
Adolescents And Adults ◽  
First Person Perspective ◽  
Way Of Thinking

Constructing a Narrative in the Standard Unexpected Transfer Test in Adolescence and Adulthood The aim of the presented research was the replication and extension of the research by Nelson, Plesa and Henseler (1998), which was the basis for examining the nature of the theory of mind or mentalizing ability (that is, the ability to attribute mental states to other people in order to explain and predict their behaviors) in adolescents and adults. Specifically, its experience-like versus theory-like character. The test, an unexpected transfer task (the Max story), was completed by 827 people aged 13 to 75 (average 21.9). Half of them were supposed to solve the task with a shorter version of the story (including only the facts), and the other half were given the longer version (including descriptions of emotions, beliefs of the protagonist and explanations of ongoing events). All of the answers were then categorized applying Nelson's classification and two other types of analysis. Gender, age and fields of interest were taken into account during analysis of the participants' answers. The Polish respondents rarely answered in a narrative way (only 13%, in contrast to Nelson's result of 46%). Despite the fact that age was not a factor corresponding to a narrative answer, it was proven that older respondents did indeed assume the first person perspective when justifying Max's behavior. Women, more often than men, appealed to the knowledge and the protagonist's way of thinking. The respondents' fields of interest did not seem to diversify the obtained results, nor did the version of the story. The results do not allow us to draw unambiguous conclusions about the nature of the adult's theory of mind, but they form the basis for analyzing the methodology of research on theory of mind.

Reid

2019 ◽  
pp. 132-136
Author(s):  
Roger Crisp
Keyword(s):  
Human Nature ◽  
Common Sense ◽  
Well Being ◽  
Thomas Reid ◽  
Self Interest ◽  
Similarities And Differences ◽  
Joseph Butler ◽  
Rational Egoism

This chapter discusses the views on self-interest and morality of the Scottish ‘common-sense’ philosopher Thomas Reid (1710–96). The influence of Joseph Butler on Reid’s conception of human nature is explained, and the similarities and differences between their positions elucidated. Reid’s arguments against rational egoism are discussed. His view that virtue is a component of well-being is outlined, and it is suggested that his position on the pleasures of virtue may be said to be somewhat exaggerated. Reid’s appeal to the afterlife to guarantee complete overlap between self-interest and morality is explained.

Subject versus addressee in Dogon imperatives and hortatives

2015 ◽  
Vol 39 (3) ◽  
pp. 555-593 ◽  
Author(s):  
Jeffrey Heath ◽  
Vadim Dyachkov
Keyword(s):  
First Person ◽  
Second Person ◽  
Person Plural ◽  
Action Verb ◽  
Verb Semantics ◽  
Similarities And Differences ◽  
First Person Plural ◽  
Plural Subjects ◽  
The Way

Indicative sentences in Dogon have a subject of S/A type identifiable by convergent criteria. However, Dogon imperatives diverge from English in lacking full-fledged referential subjects. Specifically, covert imperative actors (“subjects”) cannot bind transpersonal reflexive pronominals the way indicative subjects do. Instead, Dogon imperative verbs morphologically index addressee number. Dogon hortatives have both overt first-person plural subjects and imperative-like second-person addressees. We must therefore tease apart (referential) subjecthood and addresseehood. Crosslinguistic comparisons (Basque allocutives, Russian transpersonal reflexives) bring out similarities and differences. A cultural focus on immediate observation as opposed to projected result, also observed in action verb semantics, may be behind the Dogon difference.

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