Thought encompasses an "aim-oriented flow of ideas and associations that can lead to a reality-oriented conclusion".Although thinking is an activity of an existential value for humans, there is still no consensus as to how it is adequately defined or understood.
Because thought underlies many human actions and interactions, understanding its physical and metaphysical origins and its effects has been a longstanding goal of many academic disciplines including philosophy, linguistics, psychology, neuroscience, artificial intelligence, biology, sociology and cognitive science.
Thinking allows humans to make sense of, interpret, represent or model the world they experience, and to make predictions about that world. It is therefore helpful to an organism with needs, objectives, and desires as it makes plans or otherwise attempts to accomplish those goals.
The word thought comes from Old English þoht, or geþoht, from stem of þencan "to conceive of in the mind, consider".
The word "thought" may mean:
Definitions may or may not require that thought
Definitions of thought may also be derived directly or indirectly from theories of thought.
What is most thought-provoking in these thought-provoking times, is that we are still not thinking.
The phenomenology movement in philosophy saw a radical change in the way in which we understand thought. Martin Heidegger's phenomenological analyses of the existential structure of man in Being and Time cast new light on the issue of thinking, unsettling traditional cognitive or rational interpretations of man which affect the way we understand thought. The notion of the fundamental role of non-cognitive understanding in rendering possible thematic consciousness informed the discussion surrounding artificial intelligence (AI) during the 1970s and 1980s.
Phenomenology, however, is not the only approach to thinking in modern Western philosophy. Philosophy of mind is a branch of philosophy that studies the nature of the mind, mental events, mental functions, mental properties, consciousness and their relationship to the physical body, particularly the brain. The mind–body problem, i.e. the relationship of the mind to the body, is commonly seen as the central issue in philosophy of mind, although there are other issues concerning the nature of the mind that do not involve its relation to the physical body.
The mind–body problem concerns the explanation of the relationship that exists between minds, or mental processes, and bodily states or processes.The main aim of philosophers working in this area is to determine the nature of the mind and mental states/processes, and how—or even if—minds are affected by and can affect the body.
Human perceptual experiences depend on stimuli which arrive at one's various sensory organs from the external world and these stimuli cause changes in one's mental state, ultimately causing one to feel a sensation, which may be pleasant or unpleasant. Someone's desire for a slice of pizza, for example, will tend to cause that person to move his or her body in a specific manner and in a specific direction to obtain what he or she wants. The question, then, is how it can be possible for conscious experiences to arise out of a lump of gray matter endowed with nothing but electrochemical properties. A related problem is to explain how someone's propositional attitudes (e.g. beliefs and desires) can cause that individual's neurons to fire and his muscles to contract in exactly the correct manner. These comprise some of the puzzles that have confronted epistemologists and philosophers of mind from at least the time of René Descartes.
The above reflects a classical, functional description of how we work as cognitive, thinking systems. However the apparently irresolvable mind–body problem is said to be overcome, and bypassed, by the embodied cognition approach, with its roots in the work of Heidegger, Piaget, Vygotsky, Merleau-Ponty and the pragmatist John Dewey.
This approach states that the classical approach of separating the mind and analysing its processes is misguided: instead, we should see that the mind, actions of an embodied agent, and the environment it perceives and envisions, are all parts of a whole which determine each other. Therefore, functional analysis of the mind alone will always leave us with the mind–body problem which cannot be solved.
A neuron (also known as a neurone or nerve cell) is an excitable cell in the nervous system that processes and transmits information by electrochemical signaling. Neurons are the core components of the brain, the vertebrate spinal cord, the invertebrate ventral nerve cord and the peripheral nerves. A number of specialized types of neurons exist: sensory neurons respond to touch, sound, light and numerous other stimuli affecting cells of the sensory organs that then send signals to the spinal cord and brain. Motor neurons receive signals from the brain and spinal cord that cause muscle contractions and affect glands. Interneurons connect neurons to other neurons within the brain and spinal cord. Neurons respond to stimuli, and communicate the presence of stimuli to the central nervous system, which processes that information and sends responses to other parts of the body for action. Neurons do not go through mitosis and usually cannot be replaced after being destroyed, although astrocytes have been observed to turn into neurons, as they are sometimes pluripotent.
Psychologists have concentrated on thinking as an intellectual exertion aimed at finding an answer to a question or the solution of a practical problem. Cognitive psychology is a branch of psychology that investigates internal mental processes such as problem solving, memory, and language. The school of thought arising from this approach is known as cognitivism, which is interested in how people mentally represent information processing. It had its foundations in the Gestalt psychology of Max Wertheimer, Wolfgang Köhler, and Kurt Koffka,and in the work of Jean Piaget, who provided a theory of stages/phases that describes children's cognitive development.
Cognitive psychologists use psychophysical and experimental approaches to understand, diagnose, and solve problems, concerning themselves with the mental processes which mediate between stimulus and response. They study various aspects of thinking, including the psychology of reasoning, and how people make decisions and choices, solve problems, as well as engage in creative discovery and imaginative thought. Cognitive theory contends that solutions to problems either take the form of algorithms: rules that are not necessarily understood but promise a solution, or of heuristics: rules that are understood but that do not always guarantee solutions. Cognitive science differs from cognitive psychology in that algorithms that are intended to simulate human behavior are implemented or implementable on a computer. In other instances, solutions may be found through insight, a sudden awareness of relationships.
In developmental psychology, Jean Piaget was a pioneer in the study of the development of thought from birth to maturity. In his theory of cognitive development, thought is based on actions on the environment. That is, Piaget suggests that the environment is understood through assimilations of objects in the available schemes of action and these accommodate to the objects to the extent that the available schemes fall short of the demands. As a result of this interplay between assimilation and accommodation, thought develops through a sequence of stages that differ qualitatively from each other in mode of representation and complexity of inference and understanding. That is, thought evolves from being based on perceptions and actions at the sensorimotor stage in the first two years of life to internal representations in early childhood. Subsequently, representations are gradually organized into logical structures which first operate on the concrete properties of the reality, in the stage of concrete operations, and then operate on abstract principles that organize concrete properties, in the stage of formal operations.In recent years, the Piagetian conception of thought was integrated with information processing conceptions. Thus, thought is considered as the result of mechanisms that are responsible for the representation and processing of information. In this conception, speed of processing, cognitive control, and working memory are the main functions underlying thought. In the neo-Piagetian theories of cognitive development, the development of thought is considered to come from increasing speed of processing, enhanced cognitive control, and increasing working memory.
Positive psychology emphasizes the positive aspects of human psychology as equally important as the focus on mood disorders and other negative symptoms. In Character Strengths and Virtues , Peterson and Seligman list a series of positive characteristics. One person is not expected to have every strength, nor are they meant to fully capsulate that characteristic entirely. The list encourages positive thought that builds on a person's strengths, rather than how to "fix" their "symptoms".
The "id", "ego" and "super-ego" are the three parts of the "psychic apparatus" defined in Sigmund Freud's structural model of the psyche; they are the three theoretical constructs in terms of whose activity and interaction mental life is described. According to this model, the uncoordinated instinctual trends are encompassed by the "id", the organized realistic part of the psyche is the "ego", and the critical, moralizing function is the "super-ego".
For psychoanalysis, the unconscious does not include all that is not conscious, rather only what is actively repressed from conscious thought or what the person is averse to knowing consciously. In a sense this view places the self in relationship to their unconscious as an adversary, warring with itself to keep what is unconscious hidden. If a person feels pain, all he can think of is alleviating the pain. Any of his desires, to get rid of pain or enjoy something, command the mind what to do. For Freud, the unconscious was a repository for socially unacceptable ideas, wishes or desires, traumatic memories, and painful emotions put out of mind by the mechanism of psychological repression. However, the contents did not necessarily have to be solely negative. In the psychoanalytic view, the unconscious is a force that can only be recognized by its effects—it expresses itself in the symptom.
Social psychology is the study of how people and groups interact. Scholars in this interdisciplinary area are typically either psychologists or sociologists, though all social psychologists employ both the individual and the group as their units of analysis.
Despite their similarity, psychological and sociological researchers tend to differ in their goals, approaches, methods, and terminology. They also favor separate academic journals and professional societies. The greatest period of collaboration between sociologists and psychologists was during the years immediately following World War II.Although there has been increasing isolation and specialization in recent years, some degree of overlap and influence remains between the two disciplines.
The collective unconscious, sometimes known as collective subconscious, is a term of analytical psychology, coined by Carl Jung. It is a part of the unconscious mind, shared by a society, a people, or all humanity, in an interconnected system that is the product of all common experiences and contains such concepts as science, religion, and morality. While Freud did not distinguish between "individual psychology" and "collective psychology", Jung distinguished the collective unconscious from the personal subconscious particular to each human being. The collective unconscious is also known as "a reservoir of the experiences of our species".
In the "Definitions" chapter of Jung's seminal work Psychological Types, under the definition of "collective" Jung references representations collectives, a term coined by Lucien Lévy-Bruhl in his 1910 book How Natives Think. Jung says this is what he describes as the collective unconscious. Freud, on the other hand, did not accept the idea of a collective unconscious.
Cognitive science is the interdisciplinary, scientific study of the mind and its processes. 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."
Consciousness at its simplest is "sentience or awareness of internal or external existence". Despite centuries of analyses, definitions, explanations and debates by philosophers and scientists, consciousness remains puzzling and controversial, being "at once the most familiar and most mysterious aspect of our lives". Perhaps the only widely agreed notion about the topic is the intuition that it exists. Opinions differ about what exactly needs to be studied and explained as consciousness. Sometimes it is synonymous with 'the mind', other times just an aspect of mind. In the past it was one's "inner life", the world of introspection, of private thought, imagination and volition. Today, with modern research into the brain it often includes any kind of experience, cognition, feeling or perception. It may be 'awareness', or 'awareness of awareness', or self-awareness. There might be different levels or orders of consciousness, or different kinds of consciousness, or just one kind with different features. Other questions include whether only humans are conscious or all animals or even the whole universe. The disparate range of research, notions and speculations raises doubts whether the right questions are being asked.
Cognitive psychology is the scientific study of mental processes such as "attention, language use, memory, perception, problem solving, creativity, and thinking".
Epiphenomenalism is a position on the mind–body problem which holds that physical and biochemical events within the human body are causal with respect to mental events. According to this view, subjective mental events are completely dependent for their existence on corresponding physical and biochemical events within the human body yet themselves have no causal efficacy on physical events. The appearance that subjective mental states influence physical events is merely an illusion. For instance, fear seems to make the heart beat faster, but according to epiphenomenalism the biochemical secretions of the brain and nervous system —not the experience of fear—is what raises the heartbeat. Because mental events are a kind of overflow that cannot cause anything physical, yet have non-physical properties, epiphenomenalism is viewed as a form of property dualism.
The mind is the set of faculties including cognitive aspects such as consciousness, imagination, perception, thinking, intelligence, judgement, language and memory, as well as noncognitive aspects such as emotion and instinct. Under the scientific physicalist interpretation, the mind is housed at least in part in the brain. The primary competitors to the physicalist interpretations of the mind are idealism, substance dualism, and types of property dualism, and by some lights eliminative materialism and anomalous monism. There is a lengthy tradition in philosophy, religion, psychology, and cognitive science about what constitutes a mind and what are its distinguishing properties.
The unconscious mind consists of the processes in the mind which occur automatically and are not available to introspection and include thought processes, memories, interests and motivations.
Cognition refers to "the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". It encompasses many aspects of intellectual functions and processes such as attention, the formation of knowledge, memory and working memory, judgment and evaluation, reasoning and "computation", problem solving and decision making, comprehension and production of language. Cognitive processes use existing knowledge and generate new knowledge.
In psychology, cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism, which cognitivists said neglected to explain cognition. Cognitive psychology derived its name from the Latin cognoscere, referring to knowing and information, thus cognitive psychology is an information-processing psychology derived in part from earlier traditions of the investigation of thought and problem solving.
Information processing is the change (processing) of information in any manner detectable by an observer. As such, it is a process that describes everything that happens (changes) in the universe, from the falling of a rock to the printing of a text file from a digital computer system. In the latter case, an information processor is changing the form of presentation of that text file .The computers up to this period function on the basis of programmes saved in the memory, they have no intelligence of their own.
Movements in cognitive science are considered to be post-cognitivist if they are opposed to or move beyond the cognitivist theories posited by Noam Chomsky, Jerry Fodor, David Marr, and others.
In psychology, the subconscious is the part of the mind that is not currently in focal awareness.
Hidden personality is the part of the personality that is determined by unconscious processes.
The adaptive unconscious, first coined by social psychologist Daniel Wegner in 2002, is described as a set of mental processes that is able to affect judgement and decision-making, but is out of reach of the conscious mind. It is thought to be adaptive as it helps to keep the organism alive. Architecturally, the adaptive unconscious is said to be unreachable because it is buried in an unknown part of the brain. This type of thinking evolved earlier than the conscious mind, enabling the mind to transform information and think in ways that enhance an organism's survival. It can be described as a quick sizing up of the world which interprets information and decides how to act very quickly and outside the conscious view. The adaptive unconscious is active in everyday activities such as learning new material, detecting patterns, and filtering information. It is also characterized by being unconscious, unintentional, uncontrollable, and efficient without requiring cognitive tools. Lacking the need for cognitive tools does not make the adaptive unconscious any less useful than the conscious mind as the adaptive unconscious allows for processes like memory formation, physical balancing, language, learning, and some emotional and personalities processes that includes judgement, decision making, impression formation, evaluations, and goal pursuing. Despite being useful, the series of processes of the adaptive unconscious will not always result in accurate or correct decisions by the organism. The adaptive unconscious is affected by things like emotional reaction, estimations, and experience and is thus inclined to stereotyping and schema which can lead to inaccuracy in decision making. The adaptive conscious does however help decision making to eliminate cognitive biases such as prejudice because of its lack of cognitive tools.
Psychodynamics, also known as psychodynamic psychology, in its broadest sense, is an approach to psychology that emphasizes systematic study of the psychological forces that underlie human behavior, feelings, and emotions and how they might relate to early experience. It is especially interested in the dynamic relations between conscious motivation and unconscious motivation.
Philosophy of mind is a branch of philosophy that studies the ontology and nature of the mind and its relationship with the body. The mind–body problem is a paradigmatic issue in philosophy of mind, although a number of other issues are addressed, such as the hard problem of consciousness and the nature of particular mental states. Aspects of the mind that are studied include mental events, mental functions, mental properties, consciousness, the ontology of the mind, the nature of thought, and the relationship of the mind to the body.
The following outline is provided as an overview of and topical guide to thought (thinking):
The mind–body problem is a debate concerning the relationship between thought and consciousness in the human mind, and the brain as part of the physical body. It is distinct from the question of how mind and body function chemically and physiologically, as that question presupposes an interactionist account of mind–body relations. This question arises when mind and body are considered as distinct, based on the premise that the mind and the body are fundamentally different in nature.
Animal consciousness, or animal awareness, is the quality or state of self-awareness within a non-human animal, or of being aware of an external object or something within itself. In humans, consciousness has been defined as: sentience, awareness, subjectivity, qualia, the ability to experience or to feel, wakefulness, having a sense of selfhood, and the executive control system of the mind. Despite the difficulty in definition, many philosophers believe there is a broadly shared underlying intuition about what consciousness is.
Domain-general learning theories of development suggest that humans are born with mechanisms in the brain that exist to support and guide learning on a broad level, regardless of the type of information being learned. Domain-general learning theories also recognize that although learning different types of new information may be processed in the same way and in the same areas of the brain, different domains also function interdependently. Because these generalized domains work together, skills developed from one learned activity may translate into benefits with skills not yet learned. Another facet of domain-general learning theories is that knowledge within domains is cumulative, and builds under these domains over time to contribute to our greater knowledge structure. Psychologists whose theories align with domain-general framework include developmental psychologist Jean Piaget, who theorized that people develop a global knowledge structure which contains cohesive, whole knowledge internalized from experience, and psychologist Charles Spearman, whose work led to a theory on the existence of a single factor accounting for all general cognitive ability.
Unconscious cognition is the processing of perception, memory, learning, thought, and language without being aware of it.
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