my mind on books

$3.89 kindle ebook on Amazon: The Mind within the Brain: How We Make Decisions… by A. David Redish http://t.co/ejtSvT1nnz via @amazon

— Debbie A Foster (@mymindonbooks) September 13, 2014

How We Learn: The Surprising Truth About When, Where, and Why It Happens by Benedict Carey (Random House, 2014)

(kindle ed.), (amazon.co.uk), (UK kindle ed.)

Book description from the publisher:

In the tradition of The Power of Habit and Thinking, Fast and Slow comes a practical, playful, and endlessly fascinating guide to what we really know about learning and memory today—and how we can apply it to our own lives.
 
From an early age, it is drilled into our heads: Restlessness, distraction, and ignorance are the enemies of success. We’re told that learning is all self-discipline, that we must confine ourselves to designated study areas, turn off the music, and maintain a strict ritual if we want to ace that test, memorize that presentation, or nail that piano recital.

But what if almost everything we were told about learning is wrong? And what if there was a way to achieve more with less effort?

In How We Learn, award-winning science reporter Benedict Carey sifts through decades of education research and landmark studies to uncover the truth about how our brains absorb and retain information. What he discovers is that, from the moment we are born, we are all learning quickly, efficiently, and automatically; but in our zeal to systematize the process we have ignored valuable, naturally enjoyable learning tools like forgetting, sleeping, and daydreaming. Is a dedicated desk in a quiet room really the best way to study? Can altering your routine improve your recall? Are there times when distraction is good? Is repetition necessary? Carey’s search for answers to these questions yields a wealth of strategies that make learning more a part of our everyday lives—and less of a chore.

By road testing many of the counterintuitive techniques described in this book, Carey shows how we can flex the neural muscles that make deep learning possible. Along the way he reveals why teachers should give final exams on the first day of class, why it’s wise to interleave subjects and concepts when learning any new skill, and when it’s smarter to stay up late prepping for that presentation than to rise early for one last cram session. And if this requires some suspension of disbelief, that’s because the research defies what we’ve been told, throughout our lives, about how best to learn.

The brain is not like a muscle, at least not in any straightforward sense. It is something else altogether, sensitive to mood, to timing, to circadian rhythms, as well as to location and environment. It doesn’t take orders well, to put it mildly. If the brain is a learning machine, then it is an eccentric one. In How We Learn, Benedict Carey shows us how to exploit its quirks to our advantage.

Google Books preview:

See also: Author’s website

The Measure of Madness: Philosophy of Mind, Cognitive Neuroscience, and Delusional Thought (Life and Mind: Philosophical Issues in Biology and Psychology) by Philip Gerrans (Bradford Book/MIT, 2014)

(amazon.co.uk)

Book description from the publisher:

In The Measure of Madness, Philip Gerrans offers a novel explanation of delusion. Over the last two decades, philosophers and cognitive scientists have investigated explanations of delusion that interweave philosophical questions about the nature of belief and rationality with findings from cognitive science and neurobiology. Gerrans argues that once we fully describe the computational and neural mechanisms that produce delusion and the way in which conscious experience and thought depend on them, the concept of delusional belief retains only a heuristic role in the explanation of delusion.

Gerrans proposes that delusions are narrative models that accommodate anomalous experiences. He argues that delusions represent the operation of the Default Mode Network (DMN) — the cognitive system that provides the raw material for humans’ inbuilt tendency to provide a subjectively compelling narrative context for anomalous or highly salient experiences — without the “supervision” of higher cognitive processes present in the nondelusional mind. This explanation illuminates the relationship among delusions, dreams, imaginative states, and irrational beliefs that have perplexed philosophers and psychologists for over a century. Going beyond the purely conceptual and the phenomenological, Gerrans brings together findings from different disciplines to trace the flow of information through the cognitive system, and applies these to case studies of typical schizophrenic delusions: misidentification, alien control, and thought insertion. Drawing on the interventionist model of causal explanation in philosophy of science and the predictive coding approach to the mind influential in computational neuroscience, Gerrans provides a model for integrative theorizing about the mind.

Google Books preview:

The Innocent Eye: Why Vision Is Not a Cognitive Process (Philosophy of Mind Series) by Nico Orlandi (Oxford University Press, 2014)

(kindle ed.), (amazon.co.uk), (UK kindle ed.)

Book description from the publisher:

Why does the world look to us as it does? Generally speaking, this question has received two types of answers in the cognitive sciences in the past fifty or so years. According to the first, the world looks to us the way it does because we construct it to look as it does. According to the second, the world looks as it does primarily because of how the world is. In The Innocent Eye, Nico Orlandi defends a position that aligns with this second, world-centered tradition, but that also respects some of the insights of constructivism. Orlandi develops an embedded understanding of visual processing according to which, while visual percepts are representational states, the states and structures that precede the production of percepts are not representations.

If we study the environmental contingencies in which vision occurs, and we properly distinguish functional states and features of the visual apparatus from representational states and features, we obtain an empirically more plausible, world-centered account. Orlandi shows that this account accords well with models of vision in perceptual psychology — such as Natural Scene Statistics and Bayesian approaches to perception — and outlines some of the ways in which it differs from recent ‘enactive’ approaches to vision. The main difference is that, although the embedded account recognizes the importance of movement for perception, it does not appeal to action to uncover the richness of visual stimulation.

The upshot is that constructive models of vision ascribe mental representations too liberally, ultimately misunderstanding the notion. Orlandi offers a proposal for what mental representations are that, following insights from Brentano, James and a number of contemporary cognitive scientists, appeals to the notions of de-coupleability and absence to distinguish representations from mere tracking states.

Google Books preview:

See also: Author’s website

The Neurobiology of the Prefrontal Cortex: Anatomy, Evolution, and the Origin of Insight (Oxford Psychology Series) by Richard E. Passingham and Steven P. Wise (Oxford University Press, 2014)

(kindle ed.), (amazon.co.uk), (UK kindle ed.)

Book description from the publisher:

The prefrontal cortex makes up almost a quarter of the human brain, and it expanded dramatically during primate evolution. The Neurobiology of the Prefrontal Cortex presents a new theory about its fundamental function. In this important new book, the authors argue that primate-specific parts of the prefrontal cortex evolved to reduce errors in foraging choices, so that particular ancestors of modern humans could overcome periodic food shortages. These developments laid the foundation for working out problems in our imagination, which resulted in the insights that allow humans to avoid errors entirely, at least at times.

In the book, the authors detail which parts of the prefrontal cortex evolved exclusively in primates, how its connections explain why the prefrontal cortex alone can perform its function, and why other parts of the brain cannot do what the prefrontal cortex does. Based on an analysis of its evolutionary history, the book uses evidence from lesion, imaging, and cell-recording experiments to argue that the primate prefrontal cortex generates goals from a current behavioural context and that it can do so on the basis of single events. As a result, the prefrontal cortex uses the attentive control of behaviour to augment an older general-purpose learning system, one that evolved very early in the history of animals. This older system learns slowly and cumulatively over many experiences based on reinforcement. The authors argue that a new learning system evolved in primates at a particular time and place in their history, that it did so to decrease the errors inherent in the older learning system, and that severe volatility of food resources provided the driving force for these developments.

Written by two leading brain scientists, The Neurobiology of the Prefrontal Cortex is an important contribution to our understanding of the evolution and functioning of the human brain.

Google Books preview:

See also: R. Passingham’s webpage