Consciousness & Emotion - Volume 2, Issue 2, 2001

The thesis of this article is that an attitude akin to pragmatism is internal to the scientific enterprise itself, and as a result many scientists will make the same types of non-essentialistic interpretations of their subject matter that are made by pragmatists. This is demonstrably true with respect to those scientists who study the biological basis of emotion such as Panksepp, LeDoux, and Damasio. Even though these scientists are also influenced by what cognitive psychologists call the essentialist bias, their research programs are coherent with Peter Zachar’s rejection of natural kinds in favor of practical kinds. When the confrontation with complexity leads a scientist to offer non-essentialist interpretations, two popular options are to go eliminativist or go nominalist. Pragmatists prefer the nominalistic option, and we provide reasons for suggesting that scientists should as well.

High figure-ground contrast usually results in more positive evaluations of visual stimuli. This may either reflect that high figure-ground contrast per se is a desirable attribute or that this attribute facilitates fluent processing. In the latter case, the influence of high figure-ground contrast should be most pronounced under short exposure times, that is, under conditions where the facilitative influence on perceptual fluency is most pronounced. Supporting this hypothesis, ratings of the prettiness of visual stimuli increased with figure-ground contrast under short exposure times (.3, 1, and 3 seconds, respectively). This positive influence of figure-ground contrast was eliminated under an exposure time of 10 seconds. We conclude that stimuli with high figure-ground contrast are more appealing because they are easier to process, not because high figure-ground contrast per se is a desirable attribute. We discuss this finding in the context of William James’ notion that the fringe of consciousness includes vague contextual feelings at the periphery of the focus of attention and suggest that perceptual fluency is one of these feelings.

Viewers have a way of using their somatosensory system to create temporary boundary changes that bring them into intimate relationships with art objects. Spectators experience this imaginary fusion when simultaneously attending to their own somatosensory sensations, which occur inside the body, and to qualities of the artwork, which exist in the external world. At such moments viewers reinterpret their somatosensory sensations as a quality of the artwork. When inside and outside are reinterpreted, viewers cross the conventional boundary between self and object. This effect can be illustrated in first person reports and supported by current research in the neurosciences and the humanities.

This paper contends that internalism with respect moral motivation (the view that we are always moved to act in accordance with our moral judgments) is wrong. While internalism can accommodate amoralists, it cannot explain the phenomenon of ‘part-time moralists’ — the person who is (ostensibly at least) moved by some of his or her moral judgments but not others — and hence should be rejected. This suggests that moral judgments are beliefs (or conscious representations) as opposed to desires. It is contended that morality consists of the set of principles which will maximise happiness and that our moral consciousness is motivated when a desire to maximise happiness is copresent with such a belief. Finally, it is argued that this does not entail that morality is a subjective or relative concept.

Editors’ note:þThese four interrelated discussions of the role of the cerebellum in coordinating emotional and higher cognitive functions developed out of a workshop presented by the four authors for the 2000 Conference of the Cognitive Science Society at the University of Pennsylvania. The four interrelated discussions explore the implications of the recent explosion of cerebellum research suggesting an expanded cerebellar role in higher cognitive functions as well as in the coordination of emotional functions with learning, logical thinking, perceptual consciousness, and action planning