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Record W2588891719

Does functionalism offer an adequate account of cognitive psychology

2016· article· en· W2588891719 on OpenAlexaff
James M. Stedman, Thomas L. Spalding, Christina L. Gagné

Bibliographic record

Venue˜The œJournal of mind and behavior · 2016
Typearticle
Languageen
FieldPsychology
TopicChild and Animal Learning Development
Canadian institutionsUniversity of Alberta
Fundersnot available
KeywordsFunctionalism (philosophy of mind)EpistemologyPsychologyPositivismCognitive sciencePhilosophy
DOInot available

Abstract

fetched live from OpenAlex

Confidence in logical positivism and operationism waned in both philosophy and psychology during the 1960s. At about the same time, psychology experienced the revolution, which reinstated mental states and processes as central to theory building and explanation. As Levin (2013) points out in her review, psychologists turned to the functionalist theory of mind (Putnam, 1975) as a philosophical underpinning for all aspects of cognition. This interchange produced psycho-functionalism, as described by Levin:A second strain of functionalism, psycho-functionalism, derives primarily from reflection upon the goals and methodology of cognitive psychological theories. In contrast to the behaviorists' insistence that the laws of psychology appeal only to behavioral dispositions, psychologists argue that the best empirical theories of behavior take it [behavior] to be the result of a complex of mental states and processes, introduced and individuated in terms of the roles they play inproducing the behavior to be explained.... All versions of functionalism, however, can be regarded as characterizing mental states in terms of their roles in some psychological theory or other, (p.7)Hence, as Levin sees it, functionalism in all its aspects is intertwined with psychology at both the philosophical and psychological levels.The purpose of this essay is as follows: (a) to describe the philosophical roots of functionalism; (b) to present an overview of functionalism as it currently operates in psychology; (c) to review objections to functionalism; and (d) to examine an alternative account, the Aristotelian-Thomistic (A-T) model, recently proposed in psychology itself (Spalding and Gagne, 2013; Spalding, Stedman, Hancock, and Gagne, 2014) and within the philosophy of mind (Feser, 2006, 2014; Madden, 2013).Analytic Philosophy and FunctionalismAnalytic philosophy, spawned in Britain as a reaction to idealism, dominates English-speaking philosophy to the present time. As Preston (2007) demonstrates in his review of the history of analytic philosophy, the movement was initiated by Russell and Moore, refined as logical atomism by Russell and Wittgenstein (see Wittgenstein, 1922), elaborated by the Vienna Circle as logical positivism (Ayers, 1952), seriously questioned by Quine (1951), and later reinvented by Wittgenstein (1953). Preston characterizes contemporary analytic philosophy, the home of the philosophy of mind, as eclectic and interested in limited metaphysical problems, as still grounded in language analysis and semantics, and as interested in the kinds of thought experiments often used by philosophers of mind. Although current philosophers of mind are spilt along property dualism (Chalmers, 1996, 2010; Nagel, 1974) and materialist lines (Churchland, 1986; Lewis, 1966), all agree that processes, from sensation and memory through all of the higher order phenomena of thinking, reasoning, categorization, planning, etc., can be explained by the doctrine of functionalism. In fact, Chalmers (1996), though a property dualist, asserted this about functionalist models:Cognitive models are well suited to explaining psychological aspects of consciousness. There is no vast metaphysical problem in the idea that a physical system should be able to introspect its internal states, or that it should be able to deal rationally with information from its environment, or that it should be able to focus its attention first in one place and then in the next. It is clear enough that an appropriate functional account should be able to explain these abilities, even if discovering the correct account takes decades or centuries, (p. 31)In her review, Levin (2013) points out that functionalism has antecedents (Ryle, 1949; Turing, 1950; Wittgenstein, 1953) but emerged as a definitive philosophical position in the last 35 years of the twentieth century. …

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How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.805
Threshold uncertainty score0.998

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0030.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.032
GPT teacher head0.330
Teacher spread0.298 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designObservational
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations4
Published2016
Admission routes1
Has abstractyes

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