Radu Bogdan

There is a wide and puzzleful gap between the child’s mastery of first- and recursive or higher-order attributions of attitudes, measured not only in years but also in the cognitive resources involved. Some accounts explain the gap in terms of the maturation of the competencies involved, others invoke the slow development of enabling resources, such as short-term memory, the syntax of sentence embedding or sequential reasoning. All these accounts assume a continuity of competence between first- and higher-order attributions. I disagree and argue, with psychological and neuroscientific support, that there are two distinct (though developmentally overlapping and interacting) competencies, one metaintentional and the other metarepresentational. I focus below on the former and argue that it is egocentric, situated, nonpropositional and thus intrinsically limited to first-order attributions, even when all the enabling resources are in place

The aim of this series is to inform both professional philosophers and a larger readership (of social and natural scientists, methodologists, mathematicians, students, teachers, publishers, etc. ) about what is going on, who's who, and who does what in contemporary philosophy and logic. PROFILES is designed to present the research activity and the resuits of already outstanding personalities and schools and of newly emerging ones in the various fields of philosophy and logic. There are many Festschrift volumes dedicated to various philosophers. There is the celebrated Library of Living Philosophers edited by P. A. Schilpp whose format influenced the present enterprise. Still they can only cover very fittle of the contemporary philosophical scene. Faced with a tremendous expansion of philosophical information and with an almost frightening division of labor and increasing specialization we need systematic and regular ways of keeping track of what happens in the profession. PROFILES is intended to perform such a function. Each volume is devoted to one or several philosophers whose views and results are presented and discussed. The profiled philosopher(s) will summarize and review his (their) own work in the main fields of signifi cant contribution. This work will be discussed and evaluated by invited contributors. Relevant historical and/or biographical data, an up-to-date bibliography with short abstracts of the most important works and, whenever possible, references to significant reviews and discussions will also be included.

Our perceptions, beliefs, thoughts and memories have objects. They are about or of things and properties around us. I perceive her, have beliefs about her, think of her and have memories of her. How are we to construe this aboutness (or ofness) of our cognitive states?' There are four major choices on the philosophical market. There is an interaction approach which says that the object of cognition is fixed by and understood in terms of what cognizers physically and sensorily interact with - or, alternatively, in terms of what the information delivered by such interaction is about. There is the satisfactional approach which says that the object of a cognitive state is whatever satisfies the representation constitutive of that state. There is also a hybrid approach which requires both physical/sensory interaction and representational satisfaction in the fixation of the object of cognition. And there is, finally, the direct acquaintance approach which says that only an immediate cognitive contact with things and properties can establish them as objects of cognition. The latter, as far as I can tell, goes the way perception goes, so only the remaining three approaches look like serious contenders

In spite of of its name, cognitive science is not yet a fully coherent and integrated science but rather a fairly loose coalition of largely independent disciplines, some descriptive and empirical (cognitive psychology, linguistics, neuroscience, cognitive anthropology), some speculative and foundational (philosophy), others both speculative and applied (artificial intelligence). What brought these disciplines together and still sustains their interdisciplinary cooperation is the dedication to explain, simulate and technically reproduce the workings of the human mind according to a distinct and rather well defined research program. This program has been so far the animating spirit and the integrative force in the formation and development of cognitive science. I will call it the 'core program.' Around the core program there is a much looser and less coherent outer paradigm, or set of paradigms, which historically has prepared the ground for the core program, to which the participating disciplines have contributed their insights, results and methods, and still do, and from which challenges to the core program have emerged and are likely to do so in the future

Almost everybody believes, but nobody has conclusively shown, that common sense psychology is a descriptive body of knowledge about the mind, the way physics is about elementary particles or medicine about bodily conditions. Of course, common sense psychology helps itself to many notions about the mind. This does not show that common sense psychology is about the mind. Physics also helps itself to plenty of mathematical notions, without being about mathematical entities and relations. Employment of notions about the mind does not by itself establish the nature and business of common sense psychology. To find out what the latter's notions are about requires finding out what they are for. To find out what they are for, we should start by asking who employs them in what contexts and for what reasons. If we consider seriously these questions, we should not be too surprised to find out that: (1) A subject is an agent busily pursuing his worldly interests. In the process, he encodes, operates on, can be read for, and often deliberately conveys information about his current as well as past or future cognitive and behavioral states, and about the world around him, as it was, is, and could be. (2) A sense maker is also a busy agent. To pursue her worldly..

The local justification of beliefs and hypotheses has recently become a major concern for epistemologists and philosophers of induction. As such, the problem of local justification is not entirely new. Most pragmatists had addressed themselves to it, and so did, to some extent, many classical inductivists in the Bacon-Whewell-Mill tradition. In the last few decades, however, the use of logic and semantics, probability calculus, statistical methods, and decision-theoretic concepts in the reconstruction of in ductive inference has revealed some important technical respects in which inductive justification can be local: the choice of a language, with its syntactic and semantic features, the relativity of probabilistic evalua tions to an initial body of evidence or background knowledge and to an agent's utilities and preferences, etc. Some paradoxes and difficulties encountered by purely formal accounts of inductive justification, the erosion of the once dominant empiricist position, which most approaches to induction took for granted, and the increasing challenge of noninduc tivist epistemolgies have underscored the need of accounting for the methodological problems of applying inductive logic to real life contexts, particularly in science. As a result, in the late fifties and sixties, several related developments pointed to a new, local approach to inductive justification.

The contributors to this volume examine recent controversies about the importance of common sense psychology for our understanding of the human mind. Common sense provides a familiar and friendly psychological scheme by which to talk about the mind. Its categories tend to portray the mind as quite different from the rest of nature, and thus irreducible to physical matters and its laws. In this volume a variety of positions on common sense psychology from critical to supportive, from exegetical to speculative, are represented. Among the questions posed are: Is common sense psychology an empirical theory, a body of analytic knowledge, a practice or a strategy? If it is a legitimate enterprise can it be naturalized or not? If it is not legitimate can it be eliminated? Is its fate tied to our understanding of consciousness? Should we approach its concepts and generalizations from the standpoint of conceptual analysis or from the philosophy of science?