Something similar with respect to Social Neuroscience would also be interesting, since it being an emerging field is bound to be heavily criticized. It is definitely still in a very nascent stage but growing rapidly.
> http://www.dundee.ac.uk/psychology/taharley/pcgn_harley_review.pdf > > Richard's cowriter above reviews the state of cognitive neuropsychology, > [and the Handbook of Cognitive Neuropsychology] painting a picture of v. > considerable disagreement in the discipline. I'd be interested if anyone > can > recommend similar overviews of cognitive science. I'd be > particularlyinterested to have some kind of survey of the acceptance of > embodied cognitive science within the field as a whole. My impression is > it's still limited, although relentlessly growing. But anyway a good > overview would be good to have: > > "While a description of any subject will > describe only theories, what is quite remarkable > about those described in the HCN is the extent to > which they conflict. Furthermore, the conflict > between theories is often at a high level: To what > extent does the mind use symbolic rather than > subsymbolic processing? How modular is it? How > closely tied are psychological processes to neural > pathways? How many routes are involved in any > one process? and so on. Here are a couple of > examples from the HCN. Shelton and Caramazza, > in their chapter on the organisation of semantic > memory, argue for a domain-specific knowledge > hypothesis that views knowledge as being organised > into broad domains deriving from specialised > neural mechanisms, against the otherwise prevalent > modality-specific, sensory-functional theory. > Nickels's chapter reflects the dominant view in > studies based on normal and brain participants, and > computational modelling, that there is a stage of > lemma access in speech production; Caramazza > (1997) argues convincingly against the existence of > such a stage. There is even disagreement about > what commonly used terms mean: As Nickels notes > in her chapter on spoken word production, the > words "semantics" and "concepts" are both used to > refer to general preverbal aspects of knowledge and > to lexically specific aspects of meaning. To these > examples one can add: How many routes are > involved in reading? Is there a general phonological > deficit underlying phonological dyslexia? Is speech > production an interactive process? How many > phonological buffers are there? and so on. While > debate and controversy are signs of a healthy, developing > subject, one can have too much of a good > thing. Although any particular description of a > theory sounds sensible, overall the HCN leaves me > in a turmoil of confusion." > > > > ------------------------------------------- > agi > Archives: http://www.listbox.com/member/archive/303/=now > RSS Feed: http://www.listbox.com/member/archive/rss/303/ > Modify Your Subscription: > http://www.listbox.com/member/?&; > Powered by Listbox: http://www.listbox.com > ------------------------------------------- agi Archives: http://www.listbox.com/member/archive/303/=now RSS Feed: http://www.listbox.com/member/archive/rss/303/ Modify Your Subscription: http://www.listbox.com/member/?member_id=8660244&id_secret=101455710-f059c4 Powered by Listbox: http://www.listbox.com
