Showing papers on "Cognitivism (psychology) published in 2019"

Re-enacting the Bodily Self on Stage: Embodied Cognition Meets Psychoanalysis.

Abstract: The embodied approach to cognition consists in a range of theoretical proposals sharing the idea that our concepts are constitutively shaped by the physical and social constraints of our body and environment. Still far from a mutually enriching interplay, in recent years embodied and psychoanalytic approaches are converging on similar constructs, as the ones of intersubjectivity, bodily self and affective quality of verbal communication. Some efforts to cope with the sentient subject were already present in classical cognitivism: having expunged desires and conflicts from the cognitive harmony, bodily emotions re-emerged but only as a noisy dynamic friction. In contrast, the new, neural, embodied cognitive science with its focus on bodily effects/affects has enabled a dialogue between neuro-cognitive perspectives and clinic-psychological ones, through shared conceptual frameworks. I will address crucial issues that should be faced on this reconciling path. With reference to two kinds of contemporary addictions - Internet Addiction Disorder and Eating Disorders - I will introduce a possible therapeutic approach that is built upon the core role of the acting-sentient Bodily Self in a dynamic-social and affective environment. In the Psychoanalytic Psychodrama the spontaneous reenactment of a past (socially and physically constrained) experience is actualized by means of the other, the Auxiliary Ego. This allows homeostatic and social-emotional affects, i.e. drives and instincts, to be re-experienced by the agent, the Protagonist, in a safe scenario. The director-psychoanalyst smoothly leads back this simulation to the motivated, and constrained, early proximal embodied interactions with the significant others, and to the related instinctual conflicting aims. The psychoanalytic reframing of the classical psychodrama does not merely exploit its original cathartic function, rather stands out for exploring the interpersonal constitution of the self, through an actual “re-somatization” of the psychoanalytic therapy. Unspoken/unspeakable feelings pop up on stage: the strength of this treatment mainly rests on reestablishing the priority of the embodied Self over the narrative Self. By pointing to the possible conflicts between these two selves, this method can broaden the embodied cognition perspective. The psychodramatic approach will be briefly discussed in light of connectionist models, to finally address linguistic and methodological pivotal issues.

The application of metacognition, cognitivism, and constructivism in teaching writing skills

Abstract: Writing performance competence is not a process in which teachers transmit knowledge to students, but one in which students construct their writing performance competence on their own initiative. This article proposes a novel approach to the investigation of student writing ability. It applies theories of Cognitivism, Constructivism, metacognition, and self-regulated learning to understand how beginning writers develop the ability to participate in the communicative practices of academic written communication and develop rhetorical consciousness. This paper advocates both teaching with metacognition and teaching for metacognition. To teach with metacognition, an EFL writing instructor should reflect upon his or her own teaching, and possess both metacognitive strategic knowledge and executive management strategies. When instructors teach for metacognition, students can learn about what the strategies are, how to use the strategies, when and why to apply the strategies, and as a result, learn to regulate their cognitive and constructivism activities. Article visualizations:

Beyond the Brain: Intercorporeality and Co‐Operative Action for SLA Studies

Abstract: It is widely assumed that the cognitivist era is over in Second Language Acquisition (SLA) studies. This critical review essay (a) questions this assumption, (b) presents alternative views from beyond the field to help it move in a noncognitivist direction, and (c) discusses prospects for a noncognitivist future in SLA studies. I begin by briefly reviewing the history of cognitivism, by which I mean a mind/brain-centric view of human existence and behavior. I then argue that SLA studies remain under cognitivist influence. Next, I review 2 recent books that offer strong theoretical and empirical bases for studying the embodied, affective, social, and ecological nature of human action, including learning and teaching. The first book, Meyer, Streeck, and Jordan's (2017) co-edited Intercorporeality, explores the consequences of being a body in a world of other such bodies, versus the cognitivist vision of disembodied mind/brain. The second book, Goodwin's (2018a) Co-operative Action, develops and empirically illustrates a theory of social action wherein heterogeneous, multimodal cultural tools and practices including language combine, accumulate, and transform in moment-to-moment use. Both books view human existence and action as fundamentally ?ecosocial??embodied, affective, and adaptive to human and nonhuman environments?yet they differ markedly in content and implications. Goodwin's painstaking empirical analyses, for instance, including of teaching and learning, show co-operative action unfolding in real time. I conclude by discussing current developments in SLA studies that point toward a noncognitive future for the field.

Can Machines Be Artists? A Deweyan Response in Theory and Practice

Abstract: To speak comfortably of the machine artist (as outlined in the call for papers for this Special Issue) makes key assumptions about what it is to be an artist. It assumes, for instance, that the experience of living as an artist, which includes the socialisation, hard work, single-mindedness, and focused energy of creative activity, is incidental rather than essential since these aspects are not comfortably applicable to machines. Instead, it supposes that what is essential is the artistic product, and it is the similarity of human and machine products that makes it possible to speak of machine artists. This definition of art in terms of products is supported by modern psychological theories of creativity, defined as the generation of novel ideas which give rise to valuable products. These ideas take place in the mind or brain, regarded as a closed system within whose workings the secret of creativity will eventually be revealed. This is the framework of what is widely referred to as “cognitivism”. This definition in terms of novel ideas and valuable products has been widely assumed by artificial intelligence (AI) and computational creativity (CC), and this has been backed up through a particular version of the Turing Test. In this, a machine can be said to be a creative artist if its products cannot be distinguished from human art. However, there is another psychological view of creativity, that of John Dewey, in which a lived experience of inquiry and focus is essential to being creative. In this theory, creativity is a function of the whole person interacting with the world, rather than originating in the brain. This makes creativity a Process rather than a Cognitivist framework. Of course, the brain is crucial in a Process theory, but as part of an open system which includes both body and environment. Developments in “machine art” have been seen as spectacular and are widely publicised. But there may be a danger that these will distract from what we take to be the most exciting prospect of all. This is the contribution of computer technology to stimulate, challenge, and provoke artistic practice of all forms.

Learning Theories: Implications for Online Learning Design

Abstract: Globally, online learning is widely used as a modern means of delivering instruction. Yet, a significant proportion of online material fails to meet the benchmarks of successful teaching and learning highlighting a need for guidelines on how to structure online materials for effective learning. By presenting learning theories; behaviourism, cognitivism, and constructivism, this paper will highlight and discuss principles that can be applied to online learning contexts. The implications of these principles will be discussed to showcase online learning practices where learning is promoted and learners are actively engaged.

Influence of Learning Theories on Science Education

Abstract: Educational psychologists have developed theories of learning based on three main paradigms – behaviourism, cognitivism and constructivism. Behaviourists believe that the behaviour of learners is a response to their past, and behavioural modification is the main purpose of education. According to cognitivists, the behaviour of learners is the result of his/her cognition, and the main aim of education is to change the cognitive schemas. Constructivists, on the other hand, believe that learners construct their own knowledge, and the objective of education is to provide opportunities to gain knowledge. The understanding of how children acquire knowledge has influenced teaching-learning processes in the classroom significantly. The role of teachers has changed from the person imparting information to a person facilitating the construction of knowledge. Teaching science has also been influenced by the changing psychological ideas about teaching and learning. The information age that dawned in the 20th century necessitated the acquisition of information through informal modes like listening to the radio, watching television or surfing the world wide web. Developments in digital technology have, thus, changed the way students make meaning of given information. All these changes have forced the educationists to design appropriate methods of teaching and learning. A journey into the changes that learning theories have witnessed influencing the teaching of school science is outlined in this article.

Aesthetic Cognitivism: Towards a Concise Case for Doctoral Research through Practices in the Visual Arts.

Abstract: This article addresses a question still frequently posed in the context of UK universities which offer courses in the visual arts: Does the PhD research model of contributing new knowledge fit art,...

Integrated Model for Teaching Language Skills

Abstract: This paper suggests a new model to teach language skills. The aim of this model is to integrate the three most influential theories in the process of language teaching and learning which are behaviorism, cognitivism and constructivism. This model explains how these three theories are integrated with each other in the process of language teaching and learning to complete each other taking into consideration the strengths and weaknesses of each theory. This model is mainly used for teaching language skills which are reading, writing, speaking and listening. Reviewing previous literature, it is clear that there is no integrated model that has tried to link these theories although there are suggestions from scholars to integrate them in a single model because there is no theory that can describe the whole process of learning without the interference of the other theories. This model suggests that teaching any skill can be divided into two phases. The first one is introducing the skill theoretically and the second one is practice. The first phase requires constructivism in order to build the students’ knowledge concerning the skill, and the second one is practice which depends on behaviorism through providing different drills to students. Cognitivism is the link between constructivism and behaviorism. Thus, creating knowledge is the core of constructivism but it is mentally driven as it requires cognitive processes. Also, behaviorism focuses on practice and it did not account for the cognitive processes which are essential especially because practice is associated with the mental activation of all the linguistic knowledge. Therefore, the paper discusses the three theories and the rational for the new model as well as the process of teaching following the suggested model.

Linking Learning Objectives, Pedagogies, and Technologies

Abstract: In this chapter, we argue that a theoretically consistent approach to learning design is to interrelate pedagogical theory with the desired features of learning, and then to map relevant activities and tools along with human and technical resources against learning goals and an appropriate pedagogical approach. This approach is intended to enable educational practice to reflect relevant learning theories. Different learning theories and epistemologies (e.g., behaviorism, cognitivism, constructivism) lead to various conceptions of information processing and knowledge development that influence effective technology use. Given the central functionality of education to help learners acquire and develop declarative, procedural and contextual knowledge, learning theories and technologies are fellow travelers.

Learning in the Context of Technologies

Abstract: Learning is a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behaviors, and worldviews. Learning theories develop hypotheses that describe how this process takes place. The scientific study of learning started in earnest at the dawn of the twentieth century. Behaviorism, cognitivism, socio-constructivism, and other views have been proposed as emphasis has been placed on cognitive style and emerging educational technologies. These theories will be discussed in subsequent sections.

Cognitivism in School Psychologists’ Talk about Cultural Responsiveness: A Critical Discourse Analysis

Abstract: ........................................................................................................................................ iv Chapter One: Introduction ...............................................................................................................1 Statement of the Problem .....................................................................................................5 Research Questions ..............................................................................................................6 Rationale for the Study ........................................................................................................7 Background of the Researcher .............................................................................................7 Overview of the Study .........................................................................................................8 Theoretical Framework ........................................................................................................9 Summary ............................................................................................................................10 Chapter Two: Literature Review ...................................................................................................11 The Various Multiculturalisms ..........................................................................................13 Critical Review of School Psychology Literature .............................................................18 Educational Outcomes and Experiences ................................................................21 School Interventions ..............................................................................................23 School Consultation ...............................................................................................26 Graduate Training ..................................................................................................28 Summary ............................................................................................................................36 Chapter Three: Methods ................................................................................................................38 Overview of the Original Study .........................................................................................38 Participants .............................................................................................................39 Data Handling ........................................................................................................41 Institutional Review Board ....................................................................................41 Research Paradigm.............................................................................................................42 Research Methodology ......................................................................................................43 Method ...................................................................................................................47 Participants and Reporting .....................................................................................51 Validity ..............................................................................................................................52 Theoretical Validity ...............................................................................................52 Rich Rigor ..............................................................................................................53 Catalytic Validity and Significant Contribution ....................................................54 Ethical Considerations .......................................................................................................56 Summary ............................................................................................................................57

Engaging with works of fiction

Abstract: The contemporary debate in the philosophy of literature is strongly shaped by the anti-cognitivist challenge, according to which works of literary fiction (that contain propositions that are neither literally true nor affirmed by the author) cannot impart (relevant) knowledge to the readers or enrich their worldly understanding. Anti-cognitivists appreciate works of literary fiction for their aesthetic values and so risk to reduce them to mere ornaments that are entertaining, but eventually useless. Many philosophers have reacted to this challenge by pointing at ways in which works of literary fiction can be informative even though they lack worldly reference: it has been argued, for example, that fictions work like thought experiments; that they add not to our theoretical knowledge, but to our know-how or to our phenomenal knowledge; or that that they help readers to understand the perspectives of others. A stubborn defense of literary cognitivism, however, risks to collapse into an instrumental understanding of literature. In my paper I will suggest that both sides in the debate focus too narrowly on semantic features of the works in question that are tied to what I will call the “referential picture” of language. A shift of perspective is needed: for one, we ought to fully appreciate that the term “literature” does not refer to a homogeneous phenomenon, but rather to a very heterogeneous and multifarious set of works that are read by many different readers for many different reasons in many different ways. Second, we need to understand that these works have in common much more than the semantic peculiarity of lacking worldly reference: they are a unique means of communication between authors and readers – and in particular the role of the latter is often neglected in contemporary debate. These two points should help us to get a more comprehensive understanding of the practice of literature and the vast range of values we can find in works of literary fiction – and the interplay between them.

Against Cognitivism About Personhood

Abstract: The present paper unravels ontological and normative conditions of personhood for the purpose of critiquing ‘Cognitivist Views’. Such views have attracted much attention and affirmation by presenting the ontology of personhood in terms of higher-order cognition on the basis of which normative practices are explained and justified. However, these normative conditions are invoked to establish the alleged ontology in the first place. When we want to know what kind of entity has full moral status, it is tempting to establish an ontology that fits our moral intuitions about who should qualify for such unique normative standing. But this approach conflates personhood’s ontology and normativity insofar as it stresses the primacy of the former while implicitly presupposing the latter; it thereby suffers from a ‘Normative Fallacy’ by inferring from ‘ought’ to ‘is’. Following my critique of Cognitivism, I sketch an alternative conception, contending that, whereas the Cognitivist ontology of personhood presupposes the normative, a social ontology is constituted by it. In due consideration of evidence from developmental psychology, the social embeddedness of persons—manifested in the ability of taking a ‘second-person stance’—is identified as a key feature of personhood that precedes higher-order cognition, and is directly linked to basic normative concerns.

A Framework for Relational Mindfulness: Implications for Human Development

Abstract: Mindfulness has traditionally been understood from an individual perspective, without necessarily reviewing or questioning the conception of the self involved, an understanding that has consequences at a practical level, derived from its different applications. In response to this trend, we develop an understanding perspective of Mindfulness in a relational setting. There is a contrast between the suppositions of the delimited being and those of the relational being. The delimited being carries a modern vision, typical of a representational cognitivism, which we question in this article. To have clarity in the field of the self, and following the distinction advanced by Ricoeur, we describe two modes of use of the term identity: identity as sameness and identity as ipseity. In this article, we review these different notions of identity and then apply them to the field of mindfulness, where an individual and delimited notion of self has historically prevailed. In contrast, the alternative of a relational perspective grants access to the mindfulness moments of the relationship with oneself and others. In this context, we propose developing a relational perspective to understand mindfulness, which is characterized by being embodied in the world of life with others. Arguing from the perspective of the relational self, the article details the consequences of sustaining a non-individualistic conception of human development.

The role of perspective in the contemporary artistic practice

Abstract: The influence of scientific research in art is not exclusively a contemporary phenomenon. The Alberti model of pictorial representation based on perspective, as well as the social consideration of ...

Contributions and Shortcomings of Classical Learning Theories as Applied to E-Learning: A Literature Review

Abstract: The design and delivery of e-learning have been informed by the 20th Century Classical Learning Theories (CLTs) namely: Behaviorism, Cognitivism and Constructivism. Though each theory has significantly contributed to e-learning; there exist certain lacunae in their application to the practice. Connectivism is a recent addition which is described as a learning theory of the digital era. However, although constructivism and connectivism were especially stipulated to underpin collaborative learning; they fail to inform what activities and behaviors constitute collaborative learning in the e-learning context. This paper presents the literature on the contributions and shortcomings of CLTs as applied to e-learning as well as their pedagogical and technological implications. The scoping review method was used to locate, analyze, synthesize and present the findings. The shortcomings identified from this review formed the basis for the ongoing research to extend connectivism into a collaborative e-learning theory using the Grounded Theory Methodology.

The Challenge of Scenario-Based Teaching Using Drama Scripts

Abstract: It is widely believed that the major purpose of foreign language learning is to master the speaking skill of that language Learners even evaluate their foreign language learning on the basis of their achievement in speaking proficiency This study discusses different teaching methodologies aimed at the development of task-based language learning, drama and the manifestation of scenario-based teaching The aim of this article is to manifest a teaching technique which highlights the role of teacher-learner and learner-learner actual interaction by using drama Research findings have shown that English literature is a rich source that can effectively be used in language teaching programs through plays This technique is incredibly effective in learning, because learners become involved in the process of learning in a highly interactive environment It gives learners the opportunity to produce and receive language by employing a variety of skills It is argued that this technique is compatible with cognitivism, behaviorism, naturalism, and functionalism schools The technique is suggested to be applied in EFL classrooms from basic to intermediate

Strategies for Solving Methodological Problems in Russian Higher Philological Education (Based on A.D. Deykina’s Ideas)

Abstract: This article discusses A.D. Deykina’s methodological ideas, which are shown to be important for the development of higher philological education inRussia. Thus, her works on the concept of axiological linguomethodology and the creation of a theoretical basis for the methodology of training school teachers have a particular significance. In terms of methodology, the teaching of the Russian language is demonstrated to contain cognitivism-, communication- and axiology-based aspects. In general, the Russian language education represents a four-component structure based on the competence and student-centred approach. This article shows how these ideas could be implemented in practice using the linguomethodological – cognitive, projective and axiological – strategies of training Russian language teachers. Each of these strategies is described in terms of the objectives and content of education, competencies to be formed and mechanisms of their realization.

Value ascriptions: rethinking cognitivism

Abstract: This paper focuses on value as ascribed to what can be desired, enjoyed, cherished, admired, loved, and so on: value that putatively serves as ground for evaluating such attitudes and for justifying conduct. The main question of the paper is whether such value ascriptions are property ascriptions as traditional cognitivism claims. The paper makes the case that although the linguistic evidence favors traditional cognitivism over non-cognitivism about evaluative language, the main tenet of cognitivism is best restated as the thesis that evaluative terms are linguistically encoded classificatory devices. This opens up the theoretical possibility, for even inflationists about properties, to embrace cognitivism without inviting any metaphysical worries about the properties ascribed in evaluative language.

Propositions and the First-Order Moral

Abstract: Propositions are abstract entities that express the content of declarative sentences, and serve as truth-bearers. Moral non-cognitivists deny that first-order moral discourse is propositional, hence is neither true nor false, while moral cognitivists hold that first-order moral discourse is propositional. Commonsense morality is cognitivist, as is the metaethical theory to which it is committed, viz., moral realism. I argue that moral realists are correct. First-order moral discourse mirrors most of the features of non-moral discourse: the conditions for meaningfulness are similar; their internal structures are similar; their formal characteristics are similar; they function similarly in arguments; etc. Cognitivists are on much firmer ground than non-cognitivists in their respective analyses of moral discourse.

World Three and Cognitivism: Philosophy in Film

Abstract: Taking its cue from Ian C. Jarvie’s views on the philosophy of film and his approach to the ontology of films as Popperian “World Three” objects, this chapter elaborates on the latter by highlighting similar theses by Bernard Bolzano and Gottlob Frege in order to safeguard an alternative route toward the possibility of (some kinds of) film being vehicles of philosophy.

Internalism and the frege: Geach problem

Abstract: According to the established understanding of the Frege-Geach problem, it is a challenge exclusively for metaethical expressivism. In this paper, I argue that it is much wider in scope: The problem applies generally to views according to which moral sentences express moral judgments entailing that one is for or against something, irrespective of what mental states the judgments consist in. In particular, it applies to motivational internalism about moral judgments. Most noteworthy, it applies to cognitivist internalism according to which moral judgments consist in motivating beliefs. Hence, in order for a metaethical view to evade the Frege-Geach problem, it should avoid stating that moral judgments are motivating.

Cognitive Theory of the Moving Image

Abstract: This chapter provides an overview of cognitive theory of the moving image, considering it as an approach rather than a methodology. It traces the history and institutional affiliations of cognitive theory, then focuses on the kinds of experiences the moving image media afford viewers, and the design elements that foster those experiences. It distinguishes between “cold” and “hot” cognition and discusses the sense in which cognitive theory can be said to be naturalistic. The chapter goes on to discuss narrative comprehension, cognition and embodiment, character engagement (together with sympathy and empathy), mood and emotion, and finishes with a discussion of new directions for cognitive theory. Along the way, the chapter also discusses objections to the approach.

The place of the cognitive in literary studies

Abstract: The so-called “cognitive turn” lies almost two decades behind us, and a cognitive approach to literary texts, interested in the processes of thought, feeling and imagination evoked and developed by...

Truth-Conditional Cognitivism and Inferential Competence

Abstract: When dealing with ʻmeaningʼ and related notions, one cannot ignore what for a long time was the dominant paradigm in semantics, namely what I shall refer to as truth-conditional cognitivism. According to this paradigm, truth-conditional formal semantics for natural language, in Montagovian or Davidsonian form, is a theory of semantic competence. In this chapter, I shall argue that truth-conditional formal semantics can account for the structural or compositional aspect of human semantic competence, i.e., the ability to understand complex linguistic expressions on the basis of the knowledge of the meanings of the component words and the way in which these words are combined. Furthermore, I shall argue that adding a set of meaning postulates to a standard Montagovian semantic system makes it possible to also model a significant portion of human lexical competence. This is the aspect that is responsible for performances such as material inference, judgments based on semantic relations, word definition, and so on (inferential competence). In the following chapter, however, I shall argue that meaning postulates are insufficient when it comes to explicating the full content of lexical competence.

Discourse and discourse analysis in the concept of sociohumanitarian knowledge

Abstract: Purpose of the study: The aim of the scientific work is to develop a new theory of interdisciplinary discourse based on social and humanitarian knowledge. Today, there are many interpretations of the concept of discourse. This causes certain difficulties in its interpretation. Presentation of the discourse within the multidimensional socio-humanitarian category will allow us to generalize and systematize various approaches to its study, to reveal the sociolinguistic features of the mental-linguistic product in the future integration of social and humanitarian disciplines. Methodology: The integrative socio-humanitarian theory of discourse analysis highlights the subjective-objective nature of discourse and actualizes the structuralist, poststructuralist, cognitive approaches and its study. The sociolinguistic concept of discourse analysis focuses on the method of synchronous diachronic study of discourse, a descriptive method of discourse analysis, and a comparative historical discourse analysis method. Main findings: The study found that the theory of discourse, based on a number of humanitarian disciplines (philosophy, sociolinguistics, linguistics), indicates a transformation of the concept of discourse, as well as methods of discourse analysis. A multi-faceted humanitarian concept of discourse analysis is positioned in the post-structuralist, logical-philosophical, sociolinguistic vein. Applications of this study: The presented integrative interdisciplinary theory of discourse will serve as an impetus for scientific research carried out in the framework of sociolinguistic knowledge. The ontological methodology of discourse analysis, combining the features of structuralism, post-structuralism, cognitivism, is of great practical importance in philosophy, linguistics of the text, communication theory, sociolinguistics, cognitive linguistics. Novelty/Originality of this study: In the social sciences, there is no single understanding of the concept of discourse. Due to the variability of this concept, various theories of discourse analysis are put forward. For the first time in scientific work, the theory of discourse analysis summarizes the socio-humanitarian theories of discourse (structuralism, poststructuralism, cognitivism). It is demonstrated as a comprehensive research method that allows you to explicate a single utterance, text, as well as cognitive-communicative (speech-cognitive) activity.

Cognitivism as a Method of Interpreting Anthroponyms

Abstract: Selected assumptions of cognitive methodology were used in various works for anthroponymy analysis. This methodology, which is a research perspective, does not constitute a coherent theory. In order to determine the importance of onyms, the basic theses of the aforementioned methodology, i.e. the thesis of embodied cognition, the thesis of constructing meaning as conceptualization and the thesis of symbolization were applied. Determining the importance of anthroponyms was the basis for this deep analysis with the use of cognitive concepts such as: a symbolic unit or symbolic expression, habituation, a metaphor, and conceptual metonymy, schematization, a conceptual category, a standard version of the category concept, prototype or family similarity theory. This methodological approach allowed the author to study homonymy and anthroponymic polysemy. Cognitivism is a methodology that allows for a more in depth research in the field of onomastics, which has been demonstrated on the basis of anthroponymic analysis.

Guest editor's introduction: Phenomenology encounters cognitivism

Abstract: Since the early 1990s, phenomenology and cognitivism have become influential strands of inquiry in film theory. Phenomenological approaches remain focused on descriptive accounts of the embodied subject’s experiential engagement with film, whereas cognitivist approaches attempt to provide explanatory accounts in order to theorize cognitively relevant aspects of our experience of movies. Both approaches, however, are faced with certain challenges. Phenomenology remains a descriptive theory that turns speculative once it ventures to “explain” the phenomena upon which it focuses. Cognitivism deploys naturalistic explanatory theories that can risk reductively distorting the phenomena upon which it focuses by not having an adequate phenomenology of subjective experience. Phenomenology and cognitivism could work together, I suggest, to ground a pluralistic philosophy of film that is both descriptively rich and theoretically productive. From this perspective, we would be better placed to integrate the cultural and historical horizons of meaning that mediate our subjective experience of cinema.