Peter Carruthers (born 16 June 1952) is Professor and Chair of the Philosophy Department at the University of Maryland College Park. He was until recently Professor of Philosophy at the University of Sheffield, where he founded and directed the Hang Seng Centre for Cognitive Studies. He is the author of Language, Thought and Consciousness (CUP, 1996), Phenomenal Consciousness: A Naturalistic Theory (CUP, 2000), and (with George Botterill) of The Philosophy of Psychology (CUP, 1999). He co-edited the previous three Hang Seng Centre volumes, Theories of Theories of Mind (CUP, 1996), Language and Thought (CUP, 1998) and Evolution and the Human Mind (CUP, 2000).
1. Introduction: what makes science possible? Peter Carruthers, Stephen
Stich and Michael Siegal; Part I. Science and Innateness: 2. Human
evolution and the cognitive basis of science Steven Mithen; 3. Modular and
cultural factors in biological understanding: an experimental approach to
the cognitive basis of science Scott Atran; 4. The roots of scientific
reasoning: infancy, modularity, and the art of tracking Peter Carruthers;
Part II. Science and Cognition: 5. Science without grammar: scientific
reasoning in severe a-grammatic aphasia Rosemary Varley; 6. Causal maps and
Bayes nets: a cognitive and computational account of theory-formation
Alison Gopnik and Clark Glymour; 7. The cognitive basis of model based
reasoning in science Nancy Nersessian; 8. Understanding the role of
cognition in science: the Science as Category framework Kevin Dunbar; 9.
Theorizing is important, and collateral information constrains how well it
is done Barbara Koslowski and Stephanie Thompson; 10. The influence of
prior belief on scientific thinking Jonathan St B. T. Evans; 11. Thinking
about causality: pragmatic, social and scientific rationality Denis Hilton;
Part III. Science and Motivation: 12. The passionate scientist: emotion in
scientific cognition Paul Thagard; 13. Emotions and epistemic evaluations
Christopher Hookway; 14. Social psychology and the theory of science Philip
Kitcher; Part IV. Science and the Social: 15. Scientific cognition as
distributed cognition Ronald Giere; 16. The science of childhood Michael
Siegal; 17. What do children learn from testimony? Paul Harris; 18. The
baby in the lab-coat: why child development is an inadequate model for
understanding the development of science Luc Faucher, Ron Mallon, Daniel
Nazer, Shaun Nichols, Aaron Ruby, Stephen Stich and Jonathan Weinberg.
