Mind, Cognition, Semiosis: Ways to Cognitive Semiotics

Piotr Konderak

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ISBN/ISSN:

978-83-227-9085-4

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Rok wydania:

2018

Liczba stron:

323

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Konderak, Piotr. Mind, Cognition, Semiosis: Ways to Cognitive Semiotics. Red. . Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 2018, 323 s. ISBN 978-83-227-9085-4

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Konderak, P.

T1 Mind, Cognition, Semiosis: Ways to Cognitive Semiotics

PB Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

PP Lublin

YR 2018

SN 978-83-227-9085-4

Bibliografia BibTex:

@Book{ 251925, author = "Konderak, Piotr", editor = "", title = "Mind, Cognition, Semiosis: Ways to Cognitive Semiotics", publisher = "Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej", year = "2018", address = "Lublin", isbn = "978-83-227-9085-4" }

Bibliografia endNote:

TY - BOOK

AU - Konderak, Piotr

ED -

TI - Mind, Cognition, Semiosis: Ways to Cognitive Semiotics

PB - Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

CY - Lublin

PY - 2018

SN - 978-83-227-9085-4

ER -

Netografia (standard APA):

Konderak, Piotr. Mind, Cognition, Semiosis: Ways to Cognitive Semiotics [baza danych online] Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej, 2018 [dostęp: 04 05 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/mind-cognition-semiosis-ways-to-cognitive-semiotics-piotr-konderak-251925.

mind, cognition, Semiosis

What is meaning-making? How do new domains of meanings emerge in the course of child’s development? What is the role of consciousness in this process? What is the difference between making sense of pointing, pantomime and language utterances...

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ISBN/ISSN:

978-83-227-9085-4

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Rok wydania:

2018

Liczba stron:

323

XML:ISBN/ISSN:

ONIX MARC21

Introduction: How to Approach Meaning? 12
Acknowledgements 20
Part I. Cognitive Semiotics: The Basics 22
Chapter 1. Introducing Cognitive Semiotics24
1.1 The beginnings24
1.2 Extension of the term “semiotics”27
1.3 Methodology of cognitive semiotics29
1.4 Transdisciplinarity32
1.5 Phenomenological contributions33
1.6 “Third stage” of cognitive science34
1.7 Key research interests35
1.7.1 Metatheoretical considerations35
1.7.2 Semiotic development and evolution36
1.7.3 Multimodality and gestures40
1.8 Cognitive semiotics and cognitivism41
Chapter 2. The Semiotic Hierarchy Framework44
2.1 Meaning theory – initial remarks44
2.2 The Semiotic Hierarchy as a theory of meaning46
2.2.1 Level 1: Life46
2.2.2 Level 2: Consciousness48
2.2.3 Between life and consciousness: the first transition49
2.2.4 Level 3: Signs51
2.2.5 Between consciousness and signs: the second transition52
2.2.6 Level 4: Language53
2.2.7 From signs to language: the third transition55
2.3 The Semiotic Hierarchy: some objections57
Part II. Minds and Meanings64
Chapter 3. “Analytic” Philosophy of Mind66
3.1 The Cartesian heritage66
3.2 Meaningful behavior69
3.2.1 Behaviorism and cognitive semiotics: mind, body, behavior73
3.2.2 Problem of other minds73
3.2.3 First-person knowledge74
3.3 Reduction to the neural: meaning in the brain75
3.3.1 Phenomenological fallacy and other problems76
3.4 Meaning and function78
3.4.1 On the way to functionalism: causal profiles78
3.4.2 Mind and function79
3.4.3 Qualia82
3.4.4 The representational theory of mind83
3.4.5 Functionalism extended85
3.4.6 Functionalism and cognitive semiotics87
3.4.7 Extended mind and meaning-making89
3.5 Consciousness, functionally understood90
3.6 The subjective mind93
Chapter 4. The Phenomenological Mind and Meaning-Making 96
4.1 How should phenomenology be approached?96
4.2 Intentionality98
4.2.1 Perception100
4.2.2 Remembering104
4.2.3 Imagination and anticipation106
4.2.4 Signitive intentions106
4.2.5 Pictorial intention108
4.2.6 Indicational intentions109
4.2.7 Categorial intentions110
4.3 So where are meanings?112
4.2.8 Types of intentionality and the Semiotic Hierarchy112
4.4 The phenomenological method114
4.5 Lifeworld118
4.6 Intersubjectivity119
4.7 Embodiment122
4.8 A way to science123
4.9 Phenomenology applied125
4.9.1 Neurophenomenology125
4.9.2 Front-loading phenomenology127
4.9.3 A note on heterophenomenology129
4.10 Summary: taking phenomenology seriously130
Part III. Cognition136
Chapter 5. Cognitivist Approach to Cognition138
5.1 “Cognitivism” or standard cognitive science138
5.2 Symbolic approach: the three basic ideas139
5.2.1 Limitations: magical number 7140
5.2.2 The generative approach to language141
5.2.3 TOTE: organization of behavior and behind behavior143
5.2.4 Cognitivism in a nutshell: perception144
5.3 Connectionist approaches146
5.3.1 Overview of the architecture147
5.3.2 Connectionist representations148
5.3.3 Manipulations on representations150
5.4 Representations revisited151
5.5 What cognitive science is supposed not to be152
5.6 Standard cognitive science and meaning-making154
5.7 Cognitivism – summary156
5.8 Departure from cognitivism: dynamical systems157
5.8.1 Dynamical systems – applications159
Chapter 6. Beyond Cognitivism? 162
6.1 Problems with cognitivism162
6.2 The enactive approach: cognition as interaction163
6.2.1 Meaning-making in perception I: Gibson’s ecological psychology166
6.2.2 Meaning-making in perception II: “skillful bodily activity”170
6.2.3 Experiences172
6.2.4 Foundations of meaning: autonomy and sense-making173
6.2.5 Consciousness and phenomenology175
6.2.6 Radical enactivism: Hutto and Myin176
6.3 Embodied cognition178
6.2.7 Enactivism in cognitive semiotics178
6.3.1 The two approaches to embodiment181
6.3.2 Embodiment in practice182
6.3.3 How to overcome the limitations?184
6.3.4 Six faces of embodiment186
6.3.5 Summarizing embodiment187
6.4 Extended cognition188
6.4.1 Constitution and the cognitive189
6.4.2 What is a cognitive system?190
6.5 The embedded mind: a short note193
6.6 4e+a (or rather 2e+a)194
6.7 Representations199
6.7.1 Representations and cognitive semiotics202
6.8 Summary: cognitive science, cognitive sciences203
Part IV. Semiosis 210
Chapter 7. Towards a Semiotics for Cognitive Semiotics 212
7.1 Semiotics, sign, semiosis212
7.2 What is a sign: The Stoics213
7.2.1 Kinds of signs213
7.2.2 Sign, proposition and conditional214
7.2.3 Signs and language215
7.2.4 “Reading the world”: semeia and cognitive semiotics216
7.3 Peircean semiotics217
7.3.1 Signs and cognition218
7.3.2 Sign, the definition(s)220
7.3.3 Peircean semiosis as meaning-making224
7.3.4 The second trichotomy225
7.3.5 Meanings beyond signs228
7.3.6 Peircean cognitive semiotics229
7.4 Semiotics for cognitive semiotics: Sonesson230
7.4.1 Perceptual meaning230
7.4.2 Sonesson’s notion of a sign231
7.4.3 Phenomenology and semiotics234
7.5 Semiotics and empirical studies237
7.5.1 Emergence of sign function empirically addressed238
7.5.2 Semiotics for cognitive semiotics: applications240
7.5.2.1 Study I: understanding iconicity241
7.5.2.2 Study II: the role of semiotic vehicles in communication242
7.6 In sum: the conceptual-empirical spiral244
Chapter 8. Cognitivism: Modeling Semiosis 246
8.1 Back to cognitivism: a method246
8.1.1 Cognitive architectures247
8.1.2 Cognitive modeling: an example application249
8.1.3 Cognitive (computational) modeling251
8.2 Cognitive modeling of semiosis253
8.2.1 What is modeled: semiotic systems254
8.2.2 Approaches to semiosis256
8.2.3 Cognitive architecture for semiosis: GLAiR & snarpy258
8.2.4 Semiosis implemented260
8.2.5 Further observations269
8.2.6 Re-interpretation274
8.2.7 Using a sign as a sign276
8.3 Summary: cognitive modeling of meaning-making278
Common starting point280
Concluding Remarks: Ways to Cognitive Semiotics Reconsidered280
Complications on the road282
On the cognitivist path284
The forking of paths284
Back on the common road?286
What’s on the horizon286
Cognitivism on the horizon288
The last signpost on the road289
References290
Index of Names312
Index of Subjects316

Introduction:HowtoApproachMeaning?

Whenthechildwasachild

Itdidn’tknowthatitwasachild,

Everythingwasfulloflife,

Andalllifewasone.

Whenthechildwasachild,

Ithadnoopinionaboutanything,

Hadnohabits,

Itofensatcross-legged,

Tookofrunning,

Hadacowlickinitshair,

andmadenofaceswhenphotographed.

Whenthechildwasachild

Itwasthetimeforthesequestions:

WhyamIme,andwhynotyou?

WhyamIhereandwhynotthere?

Whendidtimebeginandwherethespaceends?

Islifeunderthesunnotjustadream?

IswhatIseeandhearandsmell

Notjustillusionofaworldbeforetheworld?

PeterHandke,SongofChildhood[excerpt]

From:WimWenders,DerHimmelüberBerlin

Whenachildisborn,somethingremarkablehappens.Aparentoracaretaker

canobservehownewdomainsofmeaningsemergeinthecourseofchild’sdevelop-

ment.Techildseeksforthewarmnessofhermother’sbody,shereactstosound

andlight,sheinstinctivelybeginssuckingwhenhermouthistouched.Selected

environmentalfactorsaretransformedbythechild’sbodyintheprocessesofself-

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