1 - Introduction Flashcards
MAWA
= the mind as a work of art
seeing arts to enlighten how the mind works; how arts shaped human cognition/behavior
artful cognition (achieving MAWA)
social behavior as form of theater (playing different roles in life -> social behavior as theater)
novel arts (achieving MAWA)
evolutionary aspect; humans added novel behavior no other species has = course of human evolution
joint evolutionary precursors (achieving MAWA)
art on non-art; language is not an art co evolved with music (which is an art form)
applied arts (achieving MAWA)
effecting cognition/behavior; ex. restore speak functions of strike patients using musical melodies (since this shared certain connections in brain)
MAWA is about …
thinking outside the box = art thinking; take the ordinary and make it art like (they go together)
Generic
= general cognition, least social, least ritualized
general processes; creativity (how we think) and aesthetics (what we desire)
Intermediate
the narrative arts; visual art (design of objects) and theater/literature (drama of social life)
Art specific
= social cognition, most social, most ritualized
the coordinator arts; dance (entging of coordination) and music (melody of emotion)
Narrative arts - elaborated
how we tell stories:
1. static (painting, sculptures, photography, literature, written poetry)
2. performance (either narrated (third person) or acted out (embodied character))
Coordinator arts - elaborated
performance; music and dance
people synchronize behavior, coming together
(not mutually exclusive to performing arts, those recall each other since forms of dance can also be a narrative for example)
The narrative triad
- visual arts (image)
- theater/storytelling (language)
- dance (gesture)
The performance triad
- music (melodies)
- dance (dance phrases)
- theater/storytelling (utterances)
The 4 systems of the art
- Narrative arts; visual arts (3. having a static narrativity) and theater/storytelling (3. having a dynamic narrativity)
- coordinative arts; dance (4. a coordination of bodies) and music (4. a coordination of voices)
how to distinguish narrative to coordinative arts
distinction between character and partner;
1. performing arts include real-time interactions, can adjust in the moment; reciprocity
2. in a narrative one can think about the character, but the character does not think about you
summary:
partner = coordinative arts
character = narrative arts
domain general vs domain specific
general; apply across all domains (ex. attention as general process)
specific; limited to specific domain (ex. language, associated with one unique function)
Core knowledge - The rope 10 systems (objects)
- objects and their categorization (knowledge about objects); perceive, identify and categorize
- language; word represents an object (abstractly)
- numerical cognition; count of objects, amounts, measurements
- logic and deductive reasoning; true by deformier (ex 2+2=4)
- spatial cognition and orientation; sensed location and space, where are you in this relation (argo- and egocentric)
Core knowledge - The rope 10 systems (events)
- causal inference through inductive reasoning; how one thing causes another one (causal inference; deception)
- mental time travel; retro- (memory system) and prospective (mental time travel), meaning we can think outside the actual moment
Core knowledge - The rope 10 systems (agents)
- mentalizing (ToM); sense of people -> social interaction (inferring about other peoples states)
- social intelligence; categorize people (seeing peoples relations)
- self-awareness and -regulation
domain general processes
- associativity; cognition based on experiences, related stimuli seem to make predictions
- emotional appraisal/reward processing; good of bad for me -> survival related
- attention; moves quickly
- working memory; executed short term memory, needs rehearsal
- inhibition/suppressing/delaying; we can purposefully suppress certain behaviors
- conflict monitoring/Response conflict; deal with conflicts in sources of information
- task switching/cue switching/multi-tasking; interpret someone’s sayings, includes attention switching
- updating; update view of things up on new information
- predicting; anticipate consequences
- self-regulation/-monitoring; monitor inner and outer states of oneself
domain specific processes (unique arts capacities)
- mime/pantomime; structure resembling an action (iconic gestures)
- figurative drawing (iconic images in 2D); 3D as sein to 2D on paper (drawing is iconic gesture of 3D seem thing)
- acting (impersonation); pretend to be someone else, socially accepted (theater)
- rhythmic synchronization of movement to other people though group dancing; synchronize/match timings
- most diverse musical scale systems of any species
- most diverse chorusing types of any species (diverse repertoire)
- most elaborate group rituals of any species
unique sensorimotor capacities (to humans)
- vocal; speech/language, voluntary control of vocalization, vocal imitation (way we learn language)
- manual; highly enchanted manual dexterity (ex. hand movements), gestural imitation, demonstrational learning (teaching; get feedback)
- pedal; bipedalism, we walk on two feed
social intelligence (categorize people)
- track social relationships, recognize people, being aware of others goal structures and agencies, distinguish friends vs foes
cooperation & collaboration - intersubjectivity; understating others, ToM
- categorize self and others into groups; in-group preference (ethnocentrism)
- folk psychology: explaining peoples behavior with regard to their mental states
- recognize others emotions (emotional awareness)
- concern of others, empathy
- helping behavior, conflict resolution
the phenomenon of groupings
groups are unstable, we are all self-serving in nature - selfish to survive, but still end up grouping up
in- and between group relations;
- between; competition and cooperation (us vs them)
- within; competition (me vs you) and cooperation (us)
cooperation and coordination are linked
group rituals that stimulate coordination -> behavioral coordination -> cooperation of the group
social brain hypothesis
the bigger the group size, the bigger the social relationships, the bigger the brain size; more storage needed to store social network, need for social intelligence,
behavioral coordination
- arts and music contribute to group stability (helps against the instability of groups)
- rituals to support group functionality; maintain/enhance commitment, sync together - think together
reciprocity
- overcome selfishness -> helping others
- works for dyads, not for large groups
- synchronize with music and dance (vocalization and movement) -> behavioral coordination -> cooperation (sinks coordination and cooperation)
ceremonies as arts
religious ceremonies are (nothing more than) collections of arts behaviors and objects
(must have co-evolved; religious practice is arts behavior of various formats)
function or group rituals
- demonstrate commitment
- feeling of strongness, increase “we” sense -> cohesion
social learning
-> allows for cultural transmission
-> culture allows us to pass knowledge on over generations -> to build on the cultural behaviors of one’s prodecessors (knowledge accumulates, does not need to be rebuild in every new generation), done via social learning
-> progressed beyond what a single individual could invent alone
