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Example text

Perhaps the causal explanation for this is as simple as the term ‘learning’ suggests. g. Schroeder 2004: chs. 2, 4). This learning shapes our dispositions to respond to current representations, whatever their source. Perhaps, then, coming to have an imaginative faculty as a distinct DCA comes down to learning to treat representations that one creates oneself, or representations created by what one grasps to be fictions, or the like, as not warranting the sorts of behavioral responses that they would were the representations created externally by nonimaginary events and objects: learning, that is, to give such representations a distinct functional role.

1994) ‘Autism and the ‘‘Theory of Mind’’ debate’, in G. Graham and G. L. : MIT Press), 163–81. G, O. (1992) The Emotions: A Philosophical Theory (Dordrecht: Kluwer). H, P (2000) The Work of the Imagination (Oxford: Blackwell). : Blackwell). K, E, S, J, and J, T (2000) Principles of Neural Science, 4th edn. (New York: McGraw-Hill). : MIT Press). , and B, E. (1993) ‘Visual Mental Imagery Activates Topographically Organized Visual Cortex: PET Investigations’, Journal of Cognitive Neuroscience, 5, 263–87.

A N S W E R I N G T H E E X P L A N ATO RY QU E S T I O N Even if scientists can explain what happens in our brains when imagined states of affairs and events move us, neuroscience alone cannot answer the Explanatory Question. A proper answer to the Explanatory Question must be given in mental terms, not neuroscientific ones, for the original question was why we have certain mental responses, not certain biological responses, to what we imagine (through fictions or otherwise). Neuroscience has described its unimodal and multimodal representations.

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