External links
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Merlin Wilfred Donald (born November 17, 1939) is a Canadian psychologist, neuroanthropologist, and cognitive neuroscientist, [1] at Case Western Reserve University. He is noted for the position that evolutionary processes need to be considered in determining how the mind deals with symbolic information and language. In particular, he suggests that explicit, algorithmic processes (the computational theory of mind) may be inadequate to understanding how the mind works. [2]
He is also known as the proponent of the mimetic theory of speech origins. [3]
He received his degrees in Canada, culminating in his Ph.D. in neuropsychology from McGill University in 1968. Following three years on the faculty of Yale School of Medicine, he joined the faculty of Queen's University at Kingston in 1972 and is still professor emeritus at Queen's. [4] In the fall of 2005, Donald became the founding chair of the cognitive science department at Case Western Reserve University. [5] He has since retired as the chair of that department and is currently an adjunct professor within the university. [6]
Merlin Donald is widely known as the author of two books on human cognition, Origins of the Modern Mind and A Mind So Rare.
His central thesis across these works is that the human capacity for symbolic thought arises not from the evolution of a language-specific mental module, but out of evolutionary changes to the prefrontal cortex affecting the executive function of the primate brain. The enhanced attentional, metacognitive, and retrieval capacities that resulted from these changes made hominids immensely more capable of dealing with social complexity than their ancestors. He concludes that what drove brain expansion was not the cognitive demands of toolmaking or spatial mapping of the environment, but the growth in the size of the social group, that imposed greater demands on memory. [7] [8]
In Donald's account, these changes amounted to the evolution of a completely novel cognitive strategy: a symbiosis between brain and culture. The human brain, he argues, is adapted to function expressly in a complex symbolic culture; it cannot realize its potential unless it is immersed in a complex network of communication and symbolic representation. This inextricable relationship between biology and culture also, he proposes, has interesting ramifications for the future of human cognitive development in light of the continuing development of technologies that support and change our relationship with symbolic thought and culture.
Origins of the Modern Mind proposes a three-stage development of human symbolic capacity through culture:
Donald suggests that the increasing reliance on external memory media in this third stage, which applies in varying degrees to most people in the developed world, may have profound effects on our cognitive development and behavior:
The externalization of memory was initially very gradual, with the invention of the first permanent external symbols. But then it accelerated, and the numbers of external prepresentational devices now available has altered how humans use their biologically given cognitive resources, what they can know, where that knowledge is stored, and what kinds of codes are needed to decipher what is stored.... When we study literate English-speaking adults living in a technologically advanced society, we are looking at a subtype that is not any more typical of the whole human species, than, say, the members of a hunter-gatherer group. What would our science look like if it had been based on a very different type of culture? The truth is, we don't know, but it would profit us greatly to find out, because the human cognitive system, down to the level of its internal modular organization, is affected not only by its genetic inheritance, but also by its own peculiar cultural history. (Donald 1997, pp. 362-363)
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Cognitive science is the interdisciplinary, scientific study of the mind and its processes with input from linguistics, psychology, neuroscience, philosophy, computer science/artificial intelligence, and anthropology. It examines the nature, the tasks, and the functions of cognition. Cognitive scientists study intelligence and behavior, with a focus on how nervous systems represent, process, and transform information. Mental faculties of concern to cognitive scientists include language, perception, memory, attention, reasoning, and emotion; to understand these faculties, cognitive scientists borrow from fields such as linguistics, psychology, artificial intelligence, philosophy, neuroscience, and anthropology. The typical analysis of cognitive science spans many levels of organization, from learning and decision to logic and planning; from neural circuitry to modular brain organization. One of the fundamental concepts of cognitive science is that "thinking can best be understood in terms of representational structures in the mind and computational procedures that operate on those structures."
Cognitive psychology is the scientific study of mental processes such as attention, language use, memory, perception, problem solving, creativity, and reasoning.
Cognitive linguistics is an interdisciplinary branch of linguistics, combining knowledge and research from cognitive science, cognitive psychology, neuropsychology and linguistics. Models and theoretical accounts of cognitive linguistics are considered as psychologically real, and research in cognitive linguistics aims to help understand cognition in general and is seen as a road into the human mind.
Symbolic communication is the exchange of messages that change a priori expectation of events. Examples of this are modern communication technology and the exchange of information amongst animals. By referring to objects and ideas not present at the time of communication, a world of possibility is opened. In humans, this process has been compounded to result in the current state of modernity. A symbol is anything one says or does to describe something, and that something can have an array of many meanings. Once the symbols are learned by a particular group, that symbol stays intact with the object. Symbolic communication includes gestures, body language and facial expressions, as well as vocal moans that can indicate what an individual wants without having to speak. Research argues that about 55% of all communication stems from nonverbal language. Symbolic communication ranges from sign language to braille to tactile communication skills.
A cognitive model is an approximation of one or more cognitive processes in humans or other animals for the purposes of comprehension and prediction. There are many types of cognitive models, and they can range from box-and-arrow diagrams to a set of equations to software programs that interact with the same tools that humans use to complete tasks.
Modularity of mind is the notion that a mind may, at least in part, be composed of innate neural structures or mental modules which have distinct, established, and evolutionarily developed functions. However, different definitions of "module" have been proposed by different authors. According to Jerry Fodor, the author of Modularity of Mind, a system can be considered 'modular' if its functions are made of multiple dimensions or units to some degree. One example of modularity in the mind is binding. When one perceives an object, they take in not only the features of an object, but the integrated features that can operate in sync or independently that create a whole. Instead of just seeing red, round, plastic, and moving, the subject may experience a rolling red ball. Binding may suggest that the mind is modular because it takes multiple cognitive processes to perceive one thing.
ACT-R is a cognitive architecture mainly developed by John Robert Anderson and Christian Lebiere at Carnegie Mellon University. Like any cognitive architecture, ACT-R aims to define the basic and irreducible cognitive and perceptual operations that enable the human mind. In theory, each task that humans can perform should consist of a series of these discrete operations.
Terrence William Deacon is an American neuroanthropologist. He taught at Harvard for eight years, relocated to Boston University in 1992, and is currently Professor of Anthropology and member of the Cognitive Science Faculty at the University of California, Berkeley.
Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain and cognitive psychology. Qualitative differences between how a child processes their waking experience and how an adult processes their waking experience are acknowledged. Cognitive development is defined as the emergence of the ability to consciously cognize, understand, and articulate their understanding in adult terms. Cognitive development is how a person perceives, thinks, and gains understanding of their world through the relations of genetic and learning factors. There are four stages to cognitive information development. They are, reasoning, intelligence, language, and memory. These stages start when the baby is about 18 months old, they play with toys, listen to their parents speak, they watch tv, anything that catches their attention helps build their cognitive development.
Cognitive archaeology is a theoretical perspective in archaeology that focuses on the ancient mind. It is divided into two main groups: evolutionary cognitive archaeology (ECA), which seeks to understand human cognitive evolution from the material record, and ideational cognitive archaeology (ICA), which focuses on the symbolic structures discernable in or inferable from past material culture.
The cognitive revolution was an intellectual movement that began in the 1950s as an interdisciplinary study of the mind and its processes. It later became known collectively as cognitive science. The relevant areas of interchange were between the fields of psychology, linguistics, computer science, anthropology, neuroscience, and philosophy. The approaches used were developed within the then-nascent fields of artificial intelligence, computer science, and neuroscience. In the 1960s, the Harvard Center for Cognitive Studies and the Center for Human Information Processing at the University of California, San Diego were influential in developing the academic study of cognitive science. By the early 1970s, the cognitive movement had surpassed behaviorism as a psychological paradigm. Furthermore, by the early 1980s the cognitive approach had become the dominant line of research inquiry across most branches in the field of psychology.
The evolution of human intelligence is closely tied to the evolution of the human brain and to the origin of language. The timeline of human evolution spans approximately seven million years, from the separation of the genus Pan until the emergence of behavioral modernity by 50,000 years ago. The first three million years of this timeline concern Sahelanthropus, the following two million concern Australopithecus and the final two million span the history of the genus Homo in the Paleolithic era.
Embodied cognitive science is an interdisciplinary field of research, the aim of which is to explain the mechanisms underlying intelligent behavior. It comprises three main methodologies: the modeling of psychological and biological systems in a holistic manner that considers the mind and body as a single entity; the formation of a common set of general principles of intelligent behavior; and the experimental use of robotic agents in controlled environments.
Enactivism is a position in cognitive science that argues that cognition arises through a dynamic interaction between an acting organism and its environment. It claims that the environment of an organism is brought about, or enacted, by the active exercise of that organism's sensorimotor processes. "The key point, then, is that the species brings forth and specifies its own domain of problems ...this domain does not exist "out there" in an environment that acts as a landing pad for organisms that somehow drop or parachute into the world. Instead, living beings and their environments stand in relation to each other through mutual specification or codetermination" (p. 198). "Organisms do not passively receive information from their environments, which they then translate into internal representations. Natural cognitive systems...participate in the generation of meaning ...engaging in transformational and not merely informational interactions: they enact a world." These authors suggest that the increasing emphasis upon enactive terminology presages a new era in thinking about cognitive science. How the actions involved in enactivism relate to age-old questions about free will remains a topic of active debate.
Neuroanthropology is the study of the relationship between culture and the brain. This field of study emerged from a 2008 conference of the American Anthropological Association. It is based on the premise that lived experience leaves identifiable patterns in brain structure, which then feed back into cultural expression.The exact mechanisms are so far ill defined and remain speculative.
Cognitive science of religion is the study of religious thought, theory, and behavior from the perspective of the cognitive and evolutionary sciences. Scholars in this field seek to explain how human minds acquire, generate, and transmit religious thoughts, practices, and schemas by means of ordinary cognitive capacities.
Up from Dragons: The Evolution of Human Intelligence is a 2002 book on human evolution, the human brain, and the origins of human cognition by John Skoyles and Dorion Sagan. The book considers how the brain and genes evolved into their present condition over the course of thousands and millions of years. It was published by McGraw Hill.
Deep social mind is a concept in evolutionary psychology; it refers to the distinctively human capacity to 'read' the mental states of others while reciprocally enabling those others to read one's own mental states at the same time. The term 'deep social mind' was first coined in 1999 by Andrew Whiten, professor of Evolutionary and Developmental Psychology at St. Andrews University, Scotland. Together with closely related terms such as 'reflexivity' and 'intersubjectivity', it is now well-established among scholars investigating the evolutionary emergence of human sociality, cognition and communication.
In evolutionary anthropology and evolutionary linguistics, the mimetic theory of speech origins is an analysis of the factors leading to the evolution of language in human ancestors, typically during the Homo erectus era.
Neuroarchaeology is a sub-discipline of archaeology that uses neuroscientific data to infer things about brain form and function in human cognitive evolution. The term was first suggested and thus coined by Colin Renfrew and Lambros Malafouris.
