Understanding Representation in the Cognitive Sciences: Does Representation Need Reality?

Riegler, Alexander (Editor)/ Peschl, Markus (Editor)/ Von Stein, Astrid (Editor)

ISBN 10: 1475772459 / ISBN 13: 9781475772456

Published by Springer Verlag, 2013

About this Item

312 pages. 10.98x8.27x0.71 inches. In Stock.

Seller Inventory # x-1475772459

Bibliographic Details

• Title: Understanding Representation in the Cognitive Sciences: Does Representation Need Reality?
• Publisher: Springer Verlag
• Publication Date: 2013
• Language: English
• ISBN 10: 1475772459
• ISBN 13: 9781475772456
• Binding: Paperback
• Condition: Brand New
• Weight: 0.72 kilograms

About this title

Synopsis

urrently a paradigm shift is occurring in for the conventional understanding of represen- which the traditional view of the brain as tions. The paper also summarizes the rationale for C representing the "things of the world" is the selection of contributions to this volume, which challenged in several respects. The present volume will roughly proceed from relatively "realist" c- is placed at the edge of this transition. Based on the ceptions of representation to more "constructivist" 1997 conference "New Trends in Cognitive Sci- interpretations. The final chapter of discussions, ence" in Vienna, Austria, it tries to collect and in- taped during and at the end of the conference, p- grate evidence from various disciplines such as p- vides the reader with the possibility to reflect upon losophy of science, neuroscience, computational the different approaches and thus contributes to b- approaches, psychology, semiotics, evolutionary ter and more integrative understanding of their biology, social psychology etc. , to foster a new thoughts and ideas. understanding of representation. The subjective experience of an outside world This book has a truly interdisciplinary character. It seems to suggest a mapping process where environ- is presented in a form that is readily accessible to mental entities are projected into our mind via some professionals and students alike across the cognitive kind of transmission. While a profound critique of sciences such as neuroscience, computer science, this idea is nearly as old as philosophy, it has gained philosophy, psychology, and sociology.