2021 03 17 - lydgate/mindmeld GitHub Wiki

• We're focusing on Co-creation of the self on Wednesdays to discuss, and we'll add stuff to Mindmeld during the week.
  • Can still send stuff unrelated during the week.
  • But we're pursuing co-creation of the self
• We're going to talk at the start about things we might have missed from the past week.
  • We're going to track those things separately in our systems.

Reading list: - https://via.hypothes.is/https://psyche.co/ideas/our-greatest-invention-was-the-invention-of-invention-itself

Notes on Invention:

• Top-down suppression allows counterfactual thinking?
• But the top-down system is disrupted in adolescence, leading for much more bottom-up exploring. Novelty-seeking.
• Meno's Paradox: We cannot search for what we already know, because we already know it. We cannnot search for what we do not know, because we do not know it.
• To put it another way: How can you desire to learn a fact that you do not know, because it
• Repetition: function is to stabilize nouns. This reverses in adolescence? And leads to exploration?
• Establish the knowns in childhood repetition, then flip it into counterfactual modes.
• IG: Kids switch from safety-seeking in childhood to novelty-seeking in adolescence (and maybe back to safety-seeking in adulthood).
• (Also relates to Weinstein's idea that the species itself switches between explore/exploit modes.)
• Abduction: How do you know where to make inductions (Peirce)
• BK: Correct reality/modelling issues in 12/139e11a1
• Jaynes: Gorilla staring. Repetition of commands. First language is obedience. Later
• Joint attention is another name for indexicality: at 18 months it becomes the entire thing. Looking in a certain direction. Sharing
• Only 3 years you can do lying, which requires for theory of mind.
  • Garden of Eden: Clothing is first thing "made." Abstraction leads to theory of mind (knowing that you're naked). Lying immediately follows.
  • Latency period between 6 and 13: consolidation of
  • Return back to lying. It happens at 3, and then happens again in adolescence. Questioning of basic authority concepts, at transitional periods.
• The important thing is to find the phase transitions, to specify what is oscillating and when, how they relate to critical periods, what it means when they reverse/what the inflection points are. We need to push the specificity.
• Specify pre-conditions for these phase transitions.
• BK/IG: Read about abstraction/word separates from world
• IG: Articulate the general cusp catastrophe model, include the image, and elaborate example with predator/prey models, developmental cognitive transitinos, and real-time emotional states and flipppging between
• Counterfactual thinking, magical thinking, inhibition of sensory data. Chimpanzees see things as they are; this is an advantage in terms of individual problem-solving, but a disadvantage in group problem-solving. Leads to specialization.