Cognitive Scientists

"I have only one real message in this lecture, and that is: consciousness is a biological phenomenon, like photosynthesis, digestion, mitosis—you know all the biological phenomena—and once you accept that, most, if not all about the hard problems of consciousness simply evaporate."

"We often attribute "understanding" and other cognitive predicates by metaphor and analogy to cars, adding machines, and other artifacts, but nothing is proved by such attributions."

"There are clear cases in which "understanding" literally applies and clear cases in which it does not apply; and these two sorts of cases are all I need for this argument."

"The sense in which an automatic door "understands instructions" from its photoelectric cell is not at all the sense in which I understand English."

"Our tools are extensions of our purposes, and so we find it natural to make metaphorical attributions of intentionality to them; but I take it no philosophical ice is cut by such examples."

"My car and my adding machine understand nothing: they are not in that line of business."

"In many cases it is a matter for decision and not a simple matter of fact whether x understands y; and so on."

"I will argue that in the literal sense the programmed computer understands what the car and the adding machine understand, namely, exactly nothing."

"I want to block some common misunderstandings about "understanding": In many of these discussions one finds a lot of fancy footwork about the word "understanding.""

"Just acquiring this amount of "education" will not, by itself, make you an educated person, even less will it give you what Oakeshott calls "judgment." But if the manner of instruction is adequate, the student should be able to acquire this much knowledge in a way that combines intellectual openness, critical scrutiny, and logical clarity. If so, learning will not stop when the student leaves the university."

"Finally, and perhaps most importantly, you need to acquire the skills of writing and speaking that make for candor, rigor, and clarity. You cannot think clearly if you cannot speak and write clearly."

"You need to know enough philosophy so that the methods of logical analysis are available to you to be used as a tool. One of the most depressing things about educated people today is that so few of them, even among professional intellectuals, are able to follow the steps of a simple logical argument."

"You need to know at least one foreign language well enough so that you can read the best literature that that language has produced in the original, and so you carry on a reasonable conversation and have dreams in that language. There are several reasons why this is crucial, but the most important is perhaps this: you can never understand one language until you understand at least two."

"You need to know enough of the natural sciences so that you are not a stranger in the world."

"The student should have enough knowledge of his or her cultural tradition to know how it got to be the way it is. This involves both political and social history, on the one hand, as well as the mastery of some of the great philosophical and literary texts of the culture on the other. It involves reading not only texts that are of great value, like those of Plato, but many less valuable that have been influential, such as the works of Marx. For the United States, the dominant tradition is, and for the foreseeable future, will remain the European tradition. The United States is, after all, a product of the European Enlightenment. However, you do not understand your own tradition if you do not see it in relation to others. Works from other cultural traditions need to be studied as well."

"I cannot recall a time when American education was not in a "crisis." We have lived through Sputnik (when we were "falling behind the Russians"), through the era of "Johnny can't read," and through the upheavals of the Sixties. Now a good many books are telling us that the university is going to hell in several different directions at once. I believe that, at least in part, the crisis rhetoric has a structural explanation: since we do not have a national consensus on what success in higher education would consist of, no matter what happens, some sizable part of the population is going to regard the situation as a disaster. As with taxation and relations between the sexes, higher education is essentially and continuously contested territory. Given the history of that crisis rhetoric, one's natural response to the current cries of desperation might reasonably be one of boredom."

"The Intentionality of the mind not only creates the possibility of meaning, but limits its forms."

"An utterance can have Intentionality, just as a belief has Intentionality, but whereas the Intentionality of the belief is intrinsic the Intentionality of the utterance is derived."

"There is probably no more abused a term in the history of philosophy than “representation,” and my use of this term differs both from its use in traditional philosophy and from its use in contemporary cognitive psychology and artificial intelligence.... The sense of “representation” in question is meant to be entirely exhausted by the analogy with speech acts: the sense of “represent” in which a belief represents its conditions of satisfaction is the same sense in which a statement represents its conditions of satisfaction. To say that a belief is a representation is simply to say that it has a propositional content and a psychological mode."

"We know that someone who has channeled his anger into something constructive has not had a cow. How do we know these things?"

"The moral of Katrina is mostly being missed. It is not just a failure of execution (William Kristol), or that bad things just happen (Laura Bush). It was not just indifference by the President, or a lack of accountability, or a failure of federal-state communication, or corrupt appointments in FEMA, or the cutting of budgets for fixing levees, or the inexcusable absence of the National Guard off in Iraq. It was all of these and more, but they are the effects, not the cause. The cause was political through and through — a matter of values and principles. The progressive-liberal values are America's values, and we need to go back to them. The heart of progressive-liberal values is simple: empathy (caring about and for people) and responsibility (acting responsibly on that empathy). These values translate into a simple principle: Use the common wealth for the common good to better all our lives. In short, promoting the common good is the central role of government."

"The Democrats had begun to use the basics of framing issues in terms of their own values and principles... Had they continued to argue with unity on the difference between 911 and Iraq, and on the fact that George Bush betrayed our troops and is weakening our country, they might have made it impossible for Bush to once again link Iraq with 911. Then they lost it. Karl Rove outsmarted the Democrats again. And he used the most basic trick in the book to do it... This time John Kerry stepped in to help Bush, basically supporting the president’s position but offering policy-wonk modifications. The message: Bush is basically right, except for some minor twiddles."

"Do we really think that the United States will have the protection of innocent Afghans in mind if it rains terror down on the Afghan infrastructure? We are supposedly fighting them because they immorally killed innocent civilians. That made them evil. If we do the same, are we any less immoral?"

"When you have trouble with things—whether it's figuring out whether to push or pull a door or the arbitrary vagaries of the modern computer and electronics industries—it's not your fault. Don't blame yourself: blame the designer."

"Serious accidents are frequently blamed on "human error." Yet careful analysis of such situations shows that the design or installation of the equipment has contributed significantly to the problems. The design team or installers did not pay sufficient attention to the needs of those who would be using the equipment, so confusion or error was almost unavoidable."

"Although I firmly believe that there is no such thing as a stupid question, there can indeed be stupid answers. 42 is an example. Not only is this a poor ripoff of Doug Adams' Hitchhiker's Guide, but it isn't even a prime number. Everyone surely knows that numerical answers to profound questions are always prime. (The correct answer is 37.)"

"Academics get paid for being clever, not for being right."

"People Propose, Science Studies, Technology Conforms."

"The major problems facing the development of products that are safer, less prone to error, and easier to use and understand are not technological: they are social and organizational."

"We are victims of our own success. We have let technology lead the way, pushing ever faster to newer, faster, and more powerful systems, with nary a moment to rest, contemplate, and to reflect upon why, how, and for whom all this energy has been expended."

"Go to the bookstore and look at how many bookshelves are filled with books trying to explain how to work the devices. We don't see shelves of books on how to use television sets, telephones, refrigerators or washing machines. Why should we for computer-based applications?"

"As the technology matures, it becomes less and less relevant. The technology is taken for granted. Now, new customers enter the marketplace, customers who are not captivated by technology, but who instead want reliability, convenience, no fuss or bother, and low cost."

"In the consumer economy taste is not the criterion in the marketing of expensive soft drinks, usability is not the primary criterion in the marketing of home and office appliances. We are surrounded with objects of desire, not objects of use."

"Hypertext makes a virtue out of lack of organization, allowing ideas and thoughts to be juxtaposed at will. [...] The advent of hypertext is apt to make writing much more difficult, not easier. Good writing, that is."

"When I use a direct manipulation system—whether for text editing, drawing pictures, or creating and playing games—I do think of myself not as using a computer but as doing the particular task. The computer is, in effect, invisible. The point cannot be overstressed: make the computer system invisible."

"Computer scientists have so far worked on developing powerful programming languages that make it possible to solve the technical problems of computation. Little effort has gone toward devising the languages of interaction."

"Creeping featurism is a disease, fatal if not treated promptly. There are some cures, but, as usual, the best approach is to practice preventative medicine."

"Innocence lost is not easily regained. The designer simply cannot predict the problems people will have, the misinterpretations that will arise, and the errors that will get made."

"In their work, designers often become expert with the device they are designing. Users are often expert at the task they are trying to perform with the device. [...] Professional designers are usually aware of the pitfalls. But most design is not done by professional designers, it is done by engineers, programmers, and managers."

""It probably won a prize" is a disparaging remark in this book. Why? Because prizes tend to be given for some aspects of design, to the neglect of all others—usually including usability."

"Change the attitude toward errors. Think of an object's user as attempting to do a task, getting there by imperfect approximations. Don't think of the user as making errors; think of the actions as approximations of what is desired."

"Even though principles of rationality seem as often violated as followed, we still cling to the notion that human thought should be rational, logical, and orderly. Much of law is based upon the concept of rational thought and behavior. Much of economic theory is based upon the model of the rational human who attempts to optimize personal benefit, utility, or comfort. Many scientists who study artificial intelligence use the mathematics of formal logic—the predicate calculus—as their major tool to simulate thought. [...] Human thought is not like logic; it is fundamentally different in kind and spirit. The difference is neither worse nor better. But it is the difference that leads to creative discovery and to great robustness of behavior."

"The principle of visibility is violated over and over again in everyday things. In numerous designs crucial parts are carefully hidden away. Handles on cabinets distract from some design aesthetics, and so they are deliberately made invisible or left out. The cracks that signify the existence of a door can also distract from the pure lines of the design, so these significant cues are also minimized or eliminated. The result can be a smooth expanse of gleaming material, with no sign of doors or drawers, let alone of how those doors and drawers might be operated."

"When a device as simple as a door has to come with an instruction manual—even a one-word manual—then it is a failure, poorly designed."

"Usability is not often thought of as a criterion during the purchasing process. Moreover, unless you actually test a number of units in a realistic environment doing typical tasks, you are not likely to notice the ease or difficulty of use. [...] Do it right there in the store. Do not be afraid to make mistakes or ask stupid questions. Remember, any problems you have are probably the design's fault, not yours."

"If people keep buying poorly designed products, manufacturers and designers will think they are doing the right thing and continue as usual."

"Technologists are not noted for learning from the errors of the past. They look forward, not behind, so they repeat the same problems over and over again. [...] As each new technology matures, customers are no longer happy with the flashy promises of the technology but instead demand understandable and workable designs. Slowly the manufacturers relearn the same basic principles and apply them to their products. The most egregious failures always come from the developers of the most recent technologies."

"Good design is also an act of communication between the designer and the user, except that all the communication has to come about by the appearance of the device itself. The device must explain itself."

"Mixture of assimilation to earlier schemas and adaptation to the actual conditions of the situation is what defines motor intelligence. But — and this is where rules come into existence — as soon as a balance is established between adaptation and assimilation, the course of conduct adopted becomes crystallized and ritualized. New schemas are even established which the child looks for and retains with care, as though they were obligatory or charged with efficacy."

"The motor rule. In its beginnings the motor rule merges into habit. During the first few months of an infant's life, its manner of taking the breast, of laying its head on the pillow, etc., becomes crystallized into imperative habits. This is why education must begin in the cradle. To accustom the infant to get out of its own difficulties or to calm it by rocking it may be to lay the foundations of a good or of a bad disposition. But not every habit will give rise to the knowledge of a rule. The habit must first be frustrated, and the ensuing conflict must lead to an active search for the habitual. Above all, the particular succession must be perceived as regular, i.e. there must be judgment or consciousness of regularity (Regelbewusstseiri). The motor rule is therefore the result of a feeling of repetition which arises out of the ritualization of schemas of motor adaptation."