Martin Davies

Anosognosia is literally ‘unawareness of or failure to acknowledge one’s hemi- plegia or other disability’ (OED). Etymology would suggest the meaning ‘lack of knowledge of disease’ so that anosognosia would include any denial of impairment, such as denial of blindness (Anton’s syndrome). But Babinski, who introduced the term in 1914, applied it only to patients with hemiplegia who fail to acknowledge their paralysis. Most commonly, this is failure to acknowledge paralysis of the left side of the body following damage to the right hemisphere of the brain. In this paper, we shall mainly be concerned with anosognosia for hemiplegia. But we shall also use the term ‘anosognosia’ in an inclusive way to encompass lack of knowledge or acknowledgement of any impairment. Indeed, in the construction ‘anosognosia for X’, X might even be anosognosia for some Y.

The nonvisual self-touch rubber hand paradigm elicits the compelling illusion that one is touching one’s own hand even though the two hands are not in contact. In four experiments, we investigated spatial limits of distance and alignment on the nonvisual self-touch illusion and the well-known visual rubber hand illusion. Common procedures and common assessment methods were used. Subjective experience of the illusion was assessed by agreement ratings for statements on a questionnaire and time of illusion onset. The nonvisual self-touch illusion was diminished though never abolished by distance and alignment manipulations, whereas the visual rubber hand illusion was more robust against these manipulations. We assessed proprioceptive drift, and implications of a double dissociation between subjective experience of the illusion and proprioceptive drift are discussed.

As an undergraduate from 1964 to 1967, Gareth Evans, a British philosopher of language and mind, studied for the PPE degree (philosophy, politics and economics) at University College, Oxford, where his philosophy tutor was Peter Strawson. He was then a Senior Scholar at Christ Church, Oxford (1967–68) and a Kennedy Scholar visiting Harvard and Berkeley (1968–69). In 1968, less than a year after completing his degree, Evans was elected to a Fellowship at University College. He took up the position in 1969, succeeding Strawson who had become Waynflete Professor of Metaphysical Philosophy at Oxford. During the 1970s, Evans and his University College colleague John McDowell played leading roles in developing a distinctive conception of truth-theoretic semantics, drawing on the work of Strawson, Michael Dummett, and especially Donald Davidson. Their co-edited collection, Truth and Meaning: Essays in Semantics, appeared in 1976. While philosophy of language enjoyed a central position in Oxford philosophy of that period, Evans did not share the view (regarded by Dummett as constitutive of analytic philosophy) that philosophy of language is foundational and so takes priority over philosophy of mind in the order of philosophical explanation. He attached particular importance to the mentalistic notion of understanding, and his work on the theory of reference was set within a theory of thought and especially thought about particular objects. Evans’s published work ranged over philosophy of language, metaphysics, philosophy of mind, and philosophy of psychology. In 1979 he was elected to the Wilde Readership in Mental Philosophy at Oxford. He died in August 1980, at the age of thirtyfour. His book, The Varieties of Reference (1982), incomplete at the time of his death, was edited and brought to publication by McDowell. A collection of thirteen of his papers and two shorter notes appeared in 1985 and a further note was published in 2004..

This chapter borrows what Frank Jackson says about propounding arguments, a phenomenon in the dialectical domain, and transposes it to the epistemological domain. It seeks to clarify the notion of transmission of epistemic warrant and, particularly, the idea of failure of warrant transmission (transmission failure). In this transposition there will be, corresponding to the two purposes of arguing, two kinds of epistemic project. These are referred to as _deciding what to believe_ (corresponding to the teasing-out purpose of arguing) and _settling the question_ (corresponding to the convincing purpose). For each kind of epistemic project, there will be a property of arguments that makes an argument ill-suited for use in projects of that kind. Each property might be called ‘transmission failure’. The two accounts of transmission failure (one analogous to Copi's account of begging the question and the other to Jackson's) provide principled limitations on the arguments that can properly be used in pursuing epistemic projects of the respective kinds (deciding what to believe and settling the question).

Ever so often in the UK, there is a flurry of activity around the information requirements of donor-conceived individuals. In April 2013, it was the launch of a report from the Nuffield Council on Bioethics that brought the issue back to public consciousness.1Since 1991, information about treatment with donor gametes or embryos has been collected by the Human Fertilisation and Embryology Authority. Since then, over 35 000 donor-conceived individuals have been born through treatment in licensed clinics. Medical information and information about donors’ appearance are collected by clinics, and donors are encouraged to put together a ‘pen portrait’ giving information about themselves for any resulting children. One focus of the new report is on improving the quality and quantity of information available about donors.Traditionally, gamete and embryo donations were practised on an anonymous basis, so that those born as a result of such donation may receive only non-identifying information about the donor when they reach the age of 18. This changed in 2005 when donor anonymity was removed so that anyone donating after that time could be identified to individuals born as a result of the treatment. Those who have donated in the past are also able to reregister as identifiable donors. Much concern was expressed at the time that this would exacerbate the shortage of donors although the Nuffield Council on Bioethics reports that, 8 years on, those clinics that actively recruit donors appear to be successful in finding sufficient donors. The report recommends that the option of anonymous donation should not be reintroduced.A big issue of debate in the UK has been, and continues to be, whether parents should tell their …

I review and reconsider some of the themes of ‘Two notions of necessity’ (Davies and Humberstone, 1980) and attempt to reach a deeper understanding and appreciation of Gareth Evans’s reflections (in ‘Reference and contingency’, 1979) on both modality and reference. My aim is to plot the relationships between the notions of necessity that Humberstone and I characterised in terms of operators in two-dimensional modal logic, the notions of superficial and deep necessity that Evans himself described, and the epistemic notion of a priority.

The problem of armchair knowledge arises when there are armchair warrants for believing the premises of a palpably valid argument, yet it is implausible that the question whether or not the conclusion of the argument is true can be settled from the armchair. In the first lecture, I presented three instances of the problem, arising from an architecturalist argument, (LOT), an externalist argument, (WATER), and an argument about colour concepts, (RED). Other instances could be presented; I shall mention some later in this lecture.

Many philosophers and psychologists argue that out everyday ability to predict and explain the actions and mental states of others is grounded in out possession of a primitive 'folk' psychological theory. Recently however, this theory has come under challenge from the simulation alternative. This alternative view says that human beings are able to predict and explain each other's actions by using the resources of their own minds to simulate the psychological aetiology of the actions of the others. This book and the companion volume Folk Psychology: The Theory of Mind Debate together offer a richly woven fabric of philosophical and psychological theory, which promises to yield real insights into the nature of our mental lives.

1. Introduction For philosophers, the current phase of the debate with which this volume is concerned can be taken to have begun in 1986, when Jane Heal and Robert Gordon published their seminal papers (Heal, 1986; Gordon, 1986; though see also, for example, Stich, 1981; Dennett, 1981). They raised a dissenting voice against what was becoming a philosophical orthodoxy: that our everyday, or folk, understanding of the mind should be thought of as theoretical. In opposition to this picture, Gordon and Heal argued that we are not theorists but simulators. For psychologists, the debate had begun somewhat earlier when Heider (1958) produced his work on lay psychology; and in more recent times the psychological debate had continued in developmental psychology and in work on animal cognition

Sitting in the philosopher’s armchair, I am not engaged in any detailed empirical investigation of the world. But, as I pursue philosophy’s distinctive armchair methodology, I sometimes come upon arguments that appear to disclose requirements for thought. According to some of these arguments, being a thinking person requires having the right kind of history, or having the right kind of cognitive architecture. According to other arguments, being able to think about particular topics requires being a member of a community of speakers, or being in contact with the right kinds of stuff. These arguments have the potential to raise an epistemological problem. For, suppose that armchair philosophical arguments such as these can yield knowledge about requirements for thought, and suppose too that I can know from the armchair that I am a thinking being who has thoughts about various particular topics. Then I seem to have a route to armchair knowledge about my history, my cognitive architecture, my community, and my material environment – knowledge about these things that does not depend on detailed empirical investigation of the world.

Cognitive psychology and cognitive science are concerned with a domain of cognition that is much broader than the realm of judgement, belief, and inference. The idea of states with semantic content is extended far beyond the space of reasons and justification. Within this broad class of states we should, however, differentiate between the states distinctive of thinking persons — centrally, beliefs, desires, and intentions — and other states. The idea of consciousness does not furnish a principle of demarcation. But the distinction between states whose content is conceptualized by the person whose states they are and states for which this is not so is more promising. This principle of demarcation contains the seeds of a problem for distributed connectionism. The article ends with some more general reflections about cognitive science.

The paper makes three points about the role of double dissociation in cognitive neuropsychology. First, arguments from double dissociation to separate modules work by inference to the best, not the only possible, explanation. Second, in the development of computational cognitive neuropsychology, the contribution of connectionist cognitive science has been to broaden the range of potential explanations of double dissociation. As a result, the competition between explanations, and the characteristic features of the assessment of theories against the criteria of probability and explanatory value, are more visible. Third, cognitive neuropsychology is a division of cognitive psychology but the practice of cognitive neuropsychology proceeds on assumptions that go beyond the subject matter of cognitive psychology. Given such assumptions, neuroscientific findings about lesion location may enhance the value of double dissociation in shifting the balance of support between cognitive theories.

A major recurrent feature of the intellectual landscape in cognitive science is the appearance of a collection of essays by Noam Chomsky. These collections serve both to inform the wider cognitive science community about the latest developments in the approach to the study of language that Chomsky has advocated for almost fifty years now,1 and to provide trenchant criticisms of what he takes to be mistaken philosophical objections to this approach. This new collection contains seven essays, the earliest of which were first published about ten years ago. So the linguistic work that is summarised is within the principles and parameters approach and some of the essays (particularly the first and last) provide an outline of the main ideas of the emerging minimalist programme.2 But this is not primarily a book about the details of recent linguistic theory. Rather, in these essays Chomsky offers a wealth of critical commentary on some of the most influential arguments in the philosophy of mind and language that have appeared over the past two decades or so. Indeed, Chomsky discusses a vast range of philosophical topics and reaches some radical conclusions – that many influential philosophical discussions on language and mind are utterly misconceived and that, for example, the traditional mind-body problem cannot even be coherently stated.

Glyn Humphreys' research on attention and binding began from feature‐integration theory, which claims that binding together visual features, such as colour and orientation, requires spatially selective attention. Humphreys employed a more inclusive notion of binding and argued, on neuropsychological grounds, for a multi‐stage account of the overall binding process, in which binding together of form elements was followed by two stages of feature binding. Only the second stage of feature binding, a re‐entrant (top‐down) process beginning in posterior parietal cortex and returning to early visual areas, required attention. In line with his commitment to converging evidence, Humphreys considered that investigating the role of attention in motion‐induced blindness could be a route to better understanding of the cognitive role of the attention‐dependent second stage of feature binding. He suggested that this role might be to resolve ambiguity and to generate a single consistent interpretation of the perceptual input.

For philosophers, the current phase of the debate with which this volume is concerned can be taken to have begun in 1986, when Jane Heal and Robert Gordon published their seminal papers (Heal, 1986; Gordon, 1986; though see also, for example, Stich, 1981; Dennett, 1981). They raised a dissenting voice against what was becoming a philosophical orthodoxy: that our everyday, or folk, understanding of the mind should be thought of as theoretical. In opposition to this picture, Gordon and Heal argued that we are not theorists but simulators. For psychologists, the debate had begun somewhat earlier when Heider (1958) produced his work on lay psychology; and in more recent times the psychological debate had continued in developmental psychology and in work on animal cognition.