Discussing Cognitive Neuroscience: Psychology, Neurophysiology, and Philosophy on the Mind, Body and Brain (Annals of Theoretical Psychology, 17)

The sciences philosophy, psychology and neuroscience share the basis that all refer to the human being. Therefore, an interdisciplinary collaboration would be desirable. The exchange of criticism is an essential requirement for interdisciplinary collaboration. Criticism must be heard and – if possible – considered. Indeed, criticism can be valid or unwarranted. However, whether criticism is unwarranted can only emerge from discussion and conversation. In the discussion of cognitive neuroscience, some criticism can easily be considered (such as the mereological fallacy that represents that talking about the person is substituted with talking bout the brain). Another issue for an interdisciplinary discussion of cognitive neuroscience is the interpretation of the readiness potential including re-considering Benjamin Libet’s classic experiments. Additionally, a critical discussion on cognitive neuroscience must address ethical questions, such as the possibility of the abuse of neuroscientific insight. Sommario fornito dall'editore Editors’ Introduction Contents Chapter 1: Critique of Neuropsychology: A Polemic 1.1 Preface 1.2 On the Knowledge Interests of Neurosciences 1.3 The Dream of the Objective View into Experiencing 1.4 The Mind-Body Problem 1.5 Reductionism 1.5.1 Ontological Reductionism and Explanatory Reductionism 1.5.2 Eradicating Reductionism: Eliminative Materialism 1.5.3 Practical Consequences 1.5.4 The Mereological Fallacy in Neurosciences 1.6 On the Critique of Research Methods Within the Neurosciences 1.6.1 EEG Research 1.6.2 Functional Magnetic Resonance Imaging 1.6.3 Causal Relations: Lesion Studies 1.7 Free Will 1.7.1 Overview of Possible Philosophical Positions on Freedom and Determinism 1.7.1.1 Complements and Comments 1.7.2 Determinism 1.7.3 Empirical Research 1.7.3.1 The Libet Experiment 1.7.3.2 Variations of the Libet Experiemnt: Haggard and Eimer (1999) 1.7.3.3 Critique on the Interpretation of the Libet Experiment 1.7.4 Towards a Potential Consensus: Freedom of Will as a Social Construct 1.8 Psychological Relevance? The Example of Psychoanalysis 1.9 On the Social Function of Neurosciences 1.10 Outlook 1.10.1 Overview Over Cultural Psychological Approaches 1.10.1.1 Starting Point: The Cognitive Turn in Psychology 1.10.2 Example: Autobiographic Narrations as the Empirical Material of Cultural Psychology 1.11 The Aims of Our Polemic References Chapter 2: Living Body or Physical Dataset? Antonio Damsio’s and Thomas Fuchs’s Holistic Conception of the Human Being as Opposite Standpoint to Reductionist Models 2.1 Asymmetry: How Brain and Mind Are Currently Increasingly Debated 2.2 Antonio Damasio: The Interaction of the Brain, the Organism and the Environment 2.3 Thomas Fuchs: Personality as Incarnate Subjectivity 2.4 Résumé References Chapter 3: The Person and the Brain 3.1 Critique of the Cerebral Subject 3.1.1 Subjectivity and Intentionality 3.1.2 Bodiliness [Leiblichkeit] 3.1.3 Interpersonality [Interpersonalität] 3.2 Critic on Locationalism 3.2.1 Critic on Imaging 3.2.2 Holism of the Consciousness 3.2.3 Stimulation and Localisation 3.3 Personality as Embodied Subjectivity 3.4 Résumé References Chapter 4: The Neuropsychological Discourse in Philosophical Critique: Bennett and Hacker and the Consequences 4.1 Introduction 4.2 On the So-Called Mereological Fallacy 4.3 Terminology on the Mind as a Practical Vocabulary 4.4 Scientific-Theoretical Consequences References Chapter 5: Persistent Biologism and the Misuse of Neuropsychology: An Activity Theoretical Contribution 5.1 Introduction 5.2 Biologism 5.3 Neuroimaging and Neuropsychology 5.4 The ‘Use’ of Neuroimaging: Visualizing the Generation of Movement 5.5 An Activity Theoretical Model of Mental Functions 5.6 Conclusions References Chapter 6: Measuring Free Will with the Bereitschaftspotential? New Data on an Old Misunderstanding 6.1 Material and Methods: Experiment 1 6.1.1 Participants 6.1.2 Stimuli and Procedure 6.1.3 EEG Recording and Preprocessing 6.1.4 Data Analysis 6.2 Material and Methods: Experiment 2 6.2.1 Participants 6.2.2 Stimuli and Procedure 6.2.3 EEG Recording and Preprocessing 6.2.4 Data Analysis 6.3 Results: Experiment 1 6.3.1 Movement Timing 6.3.2 Questionnaire 6.3.3 Bereitschaftspotential 6.4 Results: Experiment 2 6.4.1 Movement Timing 6.4.2 Bereitschaftspotential 6.5 Discussion References Chapter 7: The Brain as a Protagonist: Without the Brain, All Is Nothing 7.1 Why Is Psychology in Need of Brain Science? 7.2 Conclusions References Chapter 8: Is It Possible to Simulate ‘Thought’? 8.1 What Might Cognition Be...? 8.2 The Mark of the Cognitive 8.3 An Example-Based Approach 8.4 Cognition and Language 8.5 Constructive Interdisciplinarity 8.6 Is It Possible to Simulate ‘Thought’? References Correction to: Discussing Cognitive Neuroscience: Psychology, Neurophysiology, and Philosophy on the Mind, Body and Brain Index