Please use this identifier to cite or link to this item:
http://doi.org/10.25358/openscience-680
Authors: | Fabry, Regina E. |
Title: | Enriching the notion of enculturation : cognitive integration, predictive processing, and the case of reading acquisition ; a commentary on Richard Menary |
Online publication date: | 4-Nov-2016 |
Year of first publication: | 2015 |
Language: | english |
Abstract: | Many human cognitive capacities are rendered possible by enculturation in combination with specific neuronal and bodily dispositions. Acknowledgment of this is of vital importance for a better understanding of the conditions under which sophisticated cognitive processing routines could have emerged on both phylogenetic and ontogenetic timescales. Subscribing to enculturation as a guiding principle for the development of genuinely human cognitive capacities means providing a description of the socio-culturally developed surrounding conditions and the profound neuronal and bodily changes occurring as a result of an individual’s ongoing interaction with its cognitive niche. In this commentary, I suggest that the predictive processing framework can refine and enrich important assumptions made by the theory of cognitive integration and the associated approach to enculturated cognition. I will justify this suggestion by considering several aspects that support the complementarity of these two frameworks on conceptual grounds. The result will be a new integrative framework which I call enculturated predictive processing. Further, I will supplement Richard Menary’s enculturated approach to mathematical cognition with an account of reading acquisition from this new perspective. In sum, I argue in this paper that the cognitive integrationist approach to enculturated cognition needs to be combined with a predictive processing style description in order to provide a full account of the neuronal, bodily, and environmental components giving rise to cognitive practices. In addition, I submit that the enculturated predictive processing approach arrives at a conceptually coherent and empirically plausible description of reading acquisition. |
DDC: | 100 Philosophie 100 Philosophy |
Institution: | Johannes Gutenberg-Universität Mainz |
Department: | FB 05 Philosophie und Philologie |
Place: | Mainz |
ROR: | https://ror.org/023b0x485 |
DOI: | http://doi.org/10.25358/openscience-680 |
URN: | urn:nbn:de:hebis:77-publ-550975 |
Version: | Published version |
Publication type: | Buchbeitrag |
License: | In Copyright |
Information on rights of use: | https://rightsstatements.org/vocab/InC/1.0/ |
Citation: | Open MIND Metzinger, Thomas |
Pages or article number: | Kap. 25(C) |
Publisher: | MIND Group |
Publisher place: | Frankfurt am Main |
Issue date: | 2015 |
Publisher URL: | http://dx.doi.org/10.15502/9783958571143 |
Publisher DOI: | 10.15502/9783958571143 |
Appears in collections: | JGU-Publikationen |