Groping around a familiar room in the dark, or learning to read again after a traumatic brain injury; navigating a virtual landscape through an avatar, or envisioning a scene through the eyes of a character—all of these are expressions of one fundamental property of life, Alain Berthoz argues. They are instances of vicariance, when the brain sidesteps an impasse by substituting one process or function for another. In The Vicarious Brain, Creator of Worlds, Berthoz shows that this capacity is the foundation of the human ability to think creatively and function in a complex world. Vicariance is often associated with proxies and delegates, but it also refers to a biological process in which a healthy organ takes over for a defective counterpart. Berthoz, a neuroscientist, approaches vicariance through neuronal networks, asking how, for example, a blind person can develop a heightened sense of touch. He also describes how our brains model physical reality and how we use these models to understand things that are foreign to us. Forging across disciplinary boundaries, he explores notions of the vicarious in paleontology, ethology, art, literature, and psychology. Through an absorbing examination of numerous facets of vicariance, Berthoz reveals its impact on an individual’s daily decision making and, more broadly, on the brain’s creation of worlds. As our personal and social lives are transformed by virtual realities, it is more crucial than ever before that we understand vicariance within our increasingly complex environment, and as an aspect of our own multiplying identities.

Groping around a familiar room in the dark, relearning to read after a brain injury, navigating a virtual landscape through an avatar: all are expressions of vicariance—when the brain substitutes one process or function for another. Alain Berthoz shows that this capacity allows humans to think creatively in an increasingly complex world.

Without consciousness we would not have the experientially flavoured world we have, but without the non-conscious we would not have it at all; for we would not be able to breathe, eat, move, walk, feel, mimic, gesture, laugh, etc., and even see, talk, remember, reason, understand, think, imagine, and make myriad spontaneous decisions as we continuously do in all life situations, from trivial to existential ones. Without consciousness we would not be the kind of creatures we are, but what makes us really unique is our specific non-conscious constellation - a basis from which all mentality germinates and which is irreducible, that is, not representable or in any way simulable. This collection of essays by leading scholars in consciousness aims to show that in order to understand mind as a whole we have to also consider its non-conscious part. Obtaining a more thorough insight into the non-conscious is indispensable for a better understanding of consciousness - the two spheres are to be perceived not as separated but rather as interconnected. The non-conscious is habitually associated with automatized motor behaviour, skills, and habits, but even in their most elementary forms these aspects of mind require a high level of sophistication and cognitive competence. Most complex cognitive tasks, such as perception, memory, decision making, etc. also rely heavily on non-conscious processing, which is not only faster but also proves to be in many respects more fundamental. The investigations included in this volume point to the conclusion that we can behave in a cognitively competent way without recourse to consciousness; that we may act in a reasoned manner even away from awareness; that thinking can be instantiated without engaging the sober conscious reasoner; that our coping in the world is meaningful and fulfilling even when conscious control and volition are dormant. This book aims to integrate the non-conscious as a constitutive dimension of the mind and also to outline how it is indispensable in virtually everything we do.

3-System Theory of the Cognitive Brain: A Post-Piagetian Approach to Cognitive Development puts forward Olivier Houdé’s 3-System theory of the cognitive brain, based on numerous post-Piagetian psychological and brain imaging data acquired from children and adults. This ground-breaking theory simultaneously anchors itself in a deep understanding of the history of psychology and fuels current debates on thinking, reasoning and cognitive development. Spanning the long-term history of psychology, from Plato and Aristotle to more current experimental psychology, this pioneering work goes beyond the approaches of Kahneman (i.e. System 1 theory) and Piaget (i.e. System 2 theory) to put forward a theory in which the inhibitory-control system (i.e. System 3) takes precedence. Houdé argues that the brain contains a third control system located in the prefrontal cortex which is dedicated to inhibiting Kahneman’s intuitive heuristics system and activating Piaget’s logical algorithms system anywhere in the brain on a case-by-case basis, depending on the goal and context of the task. 3-System Theory of the Cognitive Brain simultaneously explains the early logical abilities discovered in babies, the dynamic, strategic and non-linear process of cognitive development in children, and the fast heuristics and biases observed in adults. Houdé considers the exciting implications of this theory on neuro-education using examples from the classroom. This book is essential reading for students and researchers in cognitive development and education, child psychology, reasoning and neurosciences.

This book is based on a two-day symposium at the Paris Institute of Advanced Study titled "space-time geometries and movement in the brain and the arts". It includes over 20 chapters written by the leading scientists and artists who presented their related research studies at the symposium and includes six sections; the first three focus on space-time geometries in perception, action and memory while the last three focus on specific artistic domains: drawing and painting, dance, music, digital arts and robotics. The book is accompanied by a dedicated webpage including related images and videos. There is an ever-growing interest in the topics covered by this book. Space and time are of fundamental importance for our understanding of human perception, action, memory and cognition, and are entities which are equally important in physics, biology, neuroscience and psychology. Highly prominent scientists and mathematicians have expressed their belief that our bodies and minds shape the ways we perceive space and time and the physical laws we formulate. Understanding how the brain perceives motion and generates -bodily movements is of great significance. There is also growing interest in studying how space, time and movement subserve artistic creations in different artistic modalities (e.g., fine arts, digital and performing arts and music). This interest is inspired by the idea that artists make intuitive use of the principles and simplifying strategies used by the brain in movement generation and perception. Building upon new understanding of the spatio-temporal geometries subserving movement generation and perception by the brain we can start exploring how artists make use of such neuro --geometrical and neuro-dynamic representations in order to express artistic concepts and emotionally affect the human observers and listeners. Scientists have also started formulating new ideas of how aesthetic judgements emerge from the principles and brain mechanisms subserving motor control and motion perception. Covering novel and multidisciplinary topics, this advanced book will be of interest to neuroscientists, behavioral scientists, artificial intelligence and robotics experts, students and artists.

The two inter-linked volumes in this series are dedicated to the development of analysis and theorisation of learning and teaching in higher education. The two volumes focus on the multi-scalar ecological inter-connectedness of learners with teachers, with artefacts, with cultural patterns and resources, with places, with social activities and practices, with social institutions, with time and temporality, and with technologies. Learning reflects inter-individual dynamics that are shaped by biology and culture. Against prevailing orthodoxies that view learning in higher education in terms of "information transmission" and "content delivery," the contributors articulate leading developments in distributed cognition, distributed language, ecological psychology, enactivist and embodied-embedded cognitive science, interactivity, and multimodal event analysis. They also extend several earlier traditions such as American pragmatism, embodied curriculum theory, and Vygotsky's latter day anti-dualist Spinozan turn. Through detailed empirical analysis of in vivo episodes of learning using multimodal event analysis, cognitive event analysis, and cutting-edge theory, the authors show how and why learning is not adequately explainable as internal mental processes per se. Instead, sophisticated empirical analysis and innovative theory are put to work to reveal the emergence of learning in the interactivity of learners and teachers with the affordances of a distributed brain-body-environment learning system. Volume 1 is an edited collection of seven chapters written by internationally renowned researchers together with an Introduction and an Afterword written by King and Thibault. Volume 1 (and its successor Volume 2) will serve as valuable reading for educationalists and researchers in the cognitive, communication, learning, and language sciences who are looking for new multidimensional tools for thinking about, and new empirical tools for analysing, learning, and teaching as multi-scalar interactive processes in radical embodied ecologies of learning and teaching.

This book contributes to the development of contemporary historical fiction studies by analysing neo-Georgian fiction, which, unlike neo-Victorian fiction, has so far received little critical attention. The essays included in this collection study the ways in which the selected twentieth- and twenty-first-century novels recreate the Georgian period in order to view its ideologies through the lens of such modern critical theories as performativity, post-colonialism, feminism or visual theories. They also demonstrate the rich repertoire of subgenres of neo-Georgian fiction, ranging from biographical fiction, epistolary novels to magical realism. The included studies of the diverse novelistic conventions used to re-contextualise the Georgian reality reflect the way we see its relevance and relation to the present and trace the indebtedness of the new forms of the contemporary novel to the traditional novelistic genres.