Society Of Mind

<p><br/><B>CONTENTS</B><br/><br/><B>1 PROLOGUE</B><br/><br/>1.1 THE AGENTS OF THE MIND<br/><br/>1.2 THE MIND AND THE BRAIN<br/><br/>1.3 THE SOCIETY OF MIND<br/><br/>1.4 THE WORLD OF BLOCKS<br/><br/>1.5 COMMON SENSE<br/><br/>1.6 AGENTS AND AGENCIES<br/><br/><B>2 WHOLES AND PARTS</B><br/><br/>2.1 COMPONENTS AND CONNECTIONS<br/><br/>2.2 NOVELISTS AND REDUCTIONISTS<br/><br/>2.3 PARTS AND WHOLES<br/><br/>2.4 HOLES AND PARTS<br/><br/>2.5 EASY THINGS ARE HARD<br/><br/>2.6 ARE PEOPLE MACHINES?<br/><br/><B>3 CONFLICT AND COMPROMISE</B><br/><br/>3.1 CONFLICT<br/><br/>3.2 NONCOMPROMISE<br/><br/>3.3 HIERARCHIES<br/><br/>3.4 HETERARCHIES<br/><br/>3.5 DESTRUCTIVENESS<br/><br/>3.6 PAIN AND PLEASURE SIMPLIFIED<br/><br/><B>4 THE SELF</B><br/><br/>4.1 THE SELF<br/><br/>4.2 ONE SELF OR MANY?<br/><br/>4.3 THE SOUL<br/><br/>4.4 THE CONSERVATIVE SELF<br/><br/>4.5 EXPLOITATION<br/><br/>4.6 SELF-CONTROL<br/><br/>4.7 LONG-RANGE PLANS<br/><br/>4.8 IDEALS<br/><br/><B>5 INDIVIDUALITY</B><br/><br/>5.1 CIRCULAR CAUSALITY<br/><br/>5.2 UNANSWERABLE QUESTIONS<br/><br/>5.3 THE REMOTE-CONTROL SELF<br/><br/>5.4 PERSONAL IDENTITY<br/><br/>5.5 FASHION AND STYLE<br/><br/>5.6 TRAITS<br/><br/>5.7 PERMANENT IDENTITY<br/><br/><B>6 INSIGHT AND INTROSPECTION</B><br/><br/>6.1 CONSCIOUSNESS<br/><br/>6.2 SIGNALS AND SIGNS<br/><br/>6.3 THOUGHT-EXPERIMENTS<br/><br/>6.4 <I>B</I>-BRAINS<br/><br/>6.5 FROZEN REFLECTION<br/><br/>6.6 MOMENTARY MENTAL TIME<br/><br/>6.7 THE CAUSAL NOW<br/><br/>6.8 THINKING WITHOUT THINKING<br/><br/>6.9 HEADS IN THE CLOUDS<br/><br/>6.10 WORLDS OUT OF MIND<br/><br/>6.11 IN-SIGHT<br/><br/>6.12 INTERNAL COMMUNICATION<br/><br/>6.13 SELF-KNOWLEDGE IS DANGEROUS<br/><br/>6.14 CONFUSION<br/><br/><B>7 PROBLEMS AND GOALS</B><br/><br/>7.1 INTELLIGENCE<br/><br/>7.2 UNCOMMON SENSE<br/><br/>7.3 THE PUZZLE PRINCIPLE<br/><br/>7.4 PROBLEM SOLVING<br/><br/>7.5 LEARNING AND MEMORY<br/><br/>7.6 REINFORCEMENT AND REWARD<br/><br/>7.7 LOCAL RESPONSIBILITY<br/><br/>7.8 DIFFERENCE-ENGINES<br/><br/>7.9 INTENTIONS<br/><br/>7.10 GENIUS<br/><br/><B>8 A THEORY OF MEMORY</B><br/><br/>8.1 K-LINES: A THEORY OF MEMORY<br/><br/>8.2 RE-MEMBERING<br/><br/>8.3 MENTAL STATES AND DISPOSITIONS<br/><br/>8.4 PARTIAL MENTAL STATES<br/><br/>8.5 LEVEL-BANDS<br/><br/>8.6 LEVELS<br/><br/>8.7 FRINGES<br/><br/>8.8 SOCIETIES OF MEMORIES<br/><br/>8.9 KNOWLEDGE-TREES<br/><br/>8.10 LEVELS AND CLASSIFICATIONS<br/><br/>8.11 LAYERS OF SOCIETIES<br/><br/><B>9 SUMMARIES</B><br/><br/>9.1 WANTING AND LIKING<br/><br/>9.2 GERRYMANDERING<br/><br/>9.3 LEARNING FROM FAILURE<br/><br/>9.4 ENJOYING DISCOMFORT<br/><br/><B>10 PAPERT'S PRINCIPLE</B><br/><br/>10.1 PIAGET'S EXPERIMENTS<br/><br/>10.2 REASONING ABOUT AMOUNTS<br/><br/>10.3 PRIORITIES<br/><br/>10.4 PAPERT'S PRINCIPLE<br/><br/>10.5 THE SOCIETY-OF-MORE<br/><br/>10.6 ABOUT PIAGET'S EXPERIMENTS<br/><br/>10.7 THE CONCEPT OF CONCEPT<br/><br/>10.8 EDUCATION AND DEVELOPMENT<br/><br/>10.9 LEARNING A HIERARCHY<br/><br/><B>11 THE SHAPE OF SPACE</B><br/><br/>11.1 SEEING RED<br/><br/>11.2 THE SHAPE OF SPACE<br/><br/>11.3 NEARNESSES<br/><br/>11.4 INNATE GEOGRAPHY<br/><br/>11.5 SENSING SIMILARITIES<br/><br/>11.6 THE CENTERED SELF<br/><br/>11.7 PREDESTINED LEARNING<br/><br/>11.8 HALF-BRAINS<br/><br/>11.9 DUMBBELL THEORIES<br/><br/><B>12 LEARNING MEANING</B><br/><br/>12.1 A BLOCK-ARCH SCENARIO<br/><br/>12.2 LEARNING MEANING<br/><br/>12.3 UNIFRAMES<br/><br/>12.4 STRUCTURE AND FUNCTION<br/><br/>12.5 THE FUNCTIONS OF STRUCTURES<br/><br/>12.6 ACCUMULATION<br/><br/>12.7 ACCUMULATION STRATEGIES<br/><br/>12.8 PROBLEMS OF DISUNITY<br/><br/>12.9 THE EXCEPTION PRINCIPLE<br/><br/>12.10 HOW TOWERS WORK<br/><br/>12.11 HOW CAUSES WORK<br/><br/>12.12 MEANING AND DEFINITION<br/><br/>12.13 BRIDGE-DEFINITIONS<br/><br/><B>13 SEEING AND BELIEVING</B><br/><br/>13.1 REFORMULATION<br/><br/>13.2 BOUNDARIES<br/><br/>13.3 SEEING AND BELIEVING<br/><br/>13.4 CHILDREN'S DRAWING-FRAMES<br/><br/>13.5 LEARNING A SCRIPT<br/><br/>13.6 THE FRONTIER EFFECT<br/><br/>13.7 DUPLICATIONS<br/><br/><B>14 REFORMULATION</B><br/><br/>14.1 USING REFORMULATIONS<br/><br/>14.2 THE BODY-SUPPORT CONCEPT<br/><br/>14.3 MEANS AND ENDS<br/><br/>14.4 SEEING SQUARES<br/><br/>14.5 BRAINSTORMING<br/><br/>14.6 THE INVESTMENT PRINCIPLE<br/><br/>14.7 PARTS AND HOLES<br/><br/>14.8 THE POWER OF NEGATIVE THINKING<br/><br/>14.9 THE INTERACTION-SQUARE<br/><br/><B>15 CONSCIOUSNESS AND MEMORY</B><br/><br/>15.1 MOMENTARY MENTAL STATE<br/><br/>15.2 SELF-EXAMINATION<br/><br/>15.3 MEMORY<br/><br/>15.4 MEMORIES OF MEMORIES<br/><br/>15.5 THE IMMANENCE ILLUSION<br/><br/>15.6 MANY KINDS OF MEMORY<br/><br/>15.7 MEMORY REARRANGEMENTS<br/><br/>15.8 ANATOMY OF MEMORY<br/><br/>15.9 INTERRUPTION AND RECOVERY<br/><br/>15.10 LOSING TRACK<br/><br/>15.11 THE RECURSION PRINCIPLE<br/><br/><B>16 EMOTION</B><br/><br/>16.1 EMOTION<br/><br/>16.2 MENTAL GROWTH<br/><br/>16.3 MENTAL PROTO-SPECIALISTS<br/><br/>16.4 CROSS-EXCLUSION<br/><br/>16.5 AVALANCHE EFFECTS<br/><br/>16.6 MOTIVATION<br/><br/>16.7 EXPLOITATION<br/><br/>16.8 STIMULUS VS. SIMULUS<br/><br/>16.9 INFANT EMOTIONS<br/><br/>16.10 ADULT EMOTIONS<br/><br/><B>17 DEVELOPMENT</B><br/><br/>17.1 SEQUENCES OF TEACHING-SELVES<br/><br/>17.2 ATTACHMENT-LEARNING<br/><br/>17.3 ATTACHMENT SIMPLIFIES<br/><br/>17.4 FUNCTIONAL AUTONOMY<br/><br/>17.5 DEVELOPMENTAL STAGES<br/><br/>17.6 PREREQUISITES FOR GROWTH<br/><br/>17.7 GENETIC TIMETABLES<br/><br/>17.8 ATTACHMENT-IMAGES<br/><br/>17.9 DIFFERENT SPANS OF MEMORIES<br/><br/>17.10 INTELLECTUAL TRAUMA<br/><br/>17.11 INTELLECTUAL IDEALS<br/><br/>f0 <B>18 REASONING</B><br/><br/>18.1 MUST MACHINES BE LOGICAL?<br/><br/>18.2 CHAINS OF REASONING<br/><br/>18.3 CHAINING<br/><br/>18.4 LOGICAL CHAINS<br/><br/>18.5 STRONG ARGUMENTS<br/><br/>18.6 MAGNITUDE FROM MULTITUDE<br/><br/>18.7 WHAT IS A NUMBER?<br/><br/>18.8 MATHEMATICS MADE HARD<br/><br/>18.9 ROBUSTNESS AND RECOVERY<br/><br/><B>19 WORDS AND IDEAS</B><br/><br/>19.1 THE ROOTS OF INTENTION<br/><br/>19.2 THE LANGUAGE-AGENCY<br/><br/>19.3 WORDS AND IDEAS<br/><br/>19.4 OBJECTS AND PROPERTIES<br/><br/>19.5 POLYNEMES<br/><br/>19.6 RECOGNIZERS<br/><br/>19.7 WEIGHING EVIDENCE<br/><br/>19.8 GENERALIZING<br/><br/>19.9 RECOGNIZING THOUGHTS<br/><br/>19.10 CLOSING THE RING<br/><br/><B>20 CONTEXT AND AMBIGUITY</B><br/><br/>20.1 AMBIGUITY<br/><br/>20.2 NEGOTIATING AMBIGUITY<br/><br/>20.3 VISUAL AMBIGUITY<br/><br/>20.4 LOCKING-IN AND WEEDING-OUT<br/><br/>20.5 MICRONEMES<br/><br/>20.6 THE NEMEIC SPIRAL<br/><br/>20.7 CONNECTIONS<br/><br/>20.8 CONNECTION LINES<br/><br/>20.9 DISTRIBUTED MEMORY<br/><br/><B>21 <I>TRANS</I>-FRAMES</B><br/><br/>21.1 THE PRONOUNS OF THE MIND<br/><br/>21.2 PRONOMES<br/><br/>21.3 <I>TRANS</I>-FRAMES<br/><br/>21.4 COMMUNICATION AMONG AGENTS<br/><br/>21.5 AUTOMATISM<br/><br/>21.6 <I>TRANS</I>-FRAME PRONOMES<br/><br/>21.7 GENERALIZING WITH PRONOMES<br/><br/>21.8 ATTENTION<br/><br/><B>22 EXPRESSION</B><br/><br/>22.1 PRONOMES AND POLYNEMES<br/><br/>22.2 ISONOMES<br/><br/>22.3 DE-SPECIALIZING<br/><br/>22.4 LEARNING AND TEACHING<br/><br/>22.5 INFERENCE<br/><br/>22.6 EXPRESSION<br/><br/>22.7 CAUSES AND CLAUSES<br/><br/>22.8 INTERRUPTIONS<br/><br/>22.9 PRONOUNS AND REFERENCES<br/><br/>22.10 VERBAL EXPRESSION<br/><br/>22.11 CREATIVE EXPRESSION<br/><br/><B>23 COMPARISONS</B><br/><br/>23.1 A WORLD OF DIFFERENCES<br/><br/>23.2 DIFFERENCES AND DUPLICATES<br/><br/>23.3 TIME BLINKING<br/><br/>23.4 THE MEANINGS OF MORE<br/><br/>23.5 FOREIGN ACCENTS<br/><br/><B>24 FRAMES</B><br/><br/>24.1 THE SPEED OF THOUGHT<br/><br/>24.2 FRAMES OF MIND<br/><br/>24.3 HOW <I>TRANS</I>-FRAMES WORK<br/><br/>24.4 DEFAULT ASSUMPTIONS<br/><br/>24.5 NONVERBAL REASONING<br/><br/>24.6 DIRECTION-NEMES<br/><br/>24.7 PICTURE-FRAMES<br/><br/>24.8 HOW PICTURE-FRAMES WORK<br/><br/>24.9 RECOGNIZERS AND MEMORIZERS<br/><br/><B>25 FRAME-ARRAYS</B><br/><br/>25.1 ONE FRAME AT A TIME?<br/><br/>25.2 FRAME-ARRAYS<br/><br/>25.3 THE STATIONARY WORLD<br/><br/>25.4 THE SENSE OF CONTINUITY<br/><br/>25.5 EXPECTATIONS<br/><br/>25.6 THE FRAME IDEA<br/><br/><B>26 LANGUAGE-FRAMES</B><br/><br/>26.1 UNDERSTANDING WORDS<br/><br/>26.2 UNDERSTANDING STORIES<br/><br/>26.3 SENTENCE-FRAMES<br/><br/>26.4 A PARTY-FRAME<br/><br/>26.5 STORY-FRAMES<br/><br/>26.6 SENTENCE AND NONSENSE<br/><br/>26.7 FRAMES FOR NOUNS<br/><br/>26.8 FRAMES FOR VERBS<br/><br/>26.9 LANGUAGE AND VISION<br/><br/>26.10 LEARNING LANGUAGE<br/><br/>26.11 GRAMMAR<br/><br/>26.12 COHERENT DISCOURSE<br/><br/><B>27 CENSORS AND JOKES</B><br/><br/>27.1 DEMONS<br/><br/>27.2 SUPPRESSORS<br/><br/>27.3 CENSORS<br/><br/>27.4 EXCEPTIONS TO LOGIC<br/><br/>27.5 JOKES<br/><br/>27.6 HUMOR AND CENSORSHIP<br/><br/>27.7 LAUGHTER<br/><br/>27.8 GOOD HUMOR<br/><br/><B>28 THE MIND AND THE WORLD</B><br/><br/>28.1 THE MYTH OF MENTAL ENERGY<br/><br/>28.2 MAGNITUDE AND MARKETPLACE<br/><br/>28.3 QUANTITY AND QUALITY<br/><br/>28.4 MIND OVER MATTER<br/><br/>28.5 THE MIND AND THE WORLD<br/><br/>28.6 MINDS AND MACHINES<br/><br/>28.7 INDIVIDUAL IDENTITIES<br/><br/>28.8 OVERLAPPING MINDS<br/><br/><B>29 THE REALMS OF THOUGHT</B><br/><br/>29.1 THE REALMS OF THOUGHT<br/><br/>29.2 SEVERAL THOUGHTS AT ONCE<br/><br/>29.3 PARANOMES<br/><br/>29.4 CROSS-REALM CORRESPONDENCES<br/><br/>29.5 THE PROBLEM OF UNITY<br/><br/>29.6 AUTISTIC CHILDREN<br/><br/>29.7 LIKENESSES AND ANALOGIES<br/><br/>29.8 METAPHORS<br/><br/><B>30 MENTAL MODELS</B><br/><br/>30.1 KNOWING<br/><br/>30.2 KNOWING AND BELIEVING<br/><br/>30.3 MENTAL MODELS<br/><br/>30.4 WORLD MODELS<br/><br/>30.5 KNOWING OURSELVES<br/><br/>30.6 FREEDOM OF WILL<br/><br/>30.7 THE MYTH OF THE THIRD ALTERNATIVE<br/><br/>30.8 INTELLIGENCE AND RESOURCEFULNESS<br/><br/><B>APPENDIX</B><br/><br/>31.1 HEREDITY AND ENVIRONMENT<br/><br/>31.2 THE GENESIS OF MENTAL REALMS<br/><br/>31.3 GESTURES AND TRAJECTORIES<br/><br/>31.4 BRAIN CONNECTIONS<br/><br/>31.5 SURVIVAL INSTINCT<br/><br/>31.6 EVOLUTION AND INTENT<br/><br/>31.7 INSULATION AND INTERACTION<br/><br/>31.8 EVOLUTION OF HUMAN THOUGHT<br/><br/><B>POSTSCRIPT AND ACKNOWLEDGMENT<br/><br/>GLOSSARY AND BIBLIOGRAPHY<br/><br/>INDEX</B></p>