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" "Even if it were clear what was meant, this sort of treatment would seem closer to describing what is taking place than to explaining it. I do not want to deny the value of describing a phenomenon; rich descriptions facilitate theorizing, and there is no more astute observer than Piaget. But in my view explanations of cognitive phenomena should specify the ways in which functional capacities operate. Piaget and Inhelder’s account is more on the level of intentionality, and hence is open to multiple interpretations at the level of the function of the brain. The do not specify how interiorized imitation operates, nor have they specified the format or content of the image. This level of discourse will never produce process adequacy, and hence seems of limited value.
Stephen Michael Kosslyn (born 1948) is an American psychologist, neuroscientist, Founding Dean and Chief Academic Officer of the (the Keck Graduate Institute), author and educator who specializes in the fields of cognitive psychology and cognitive neuroscience.
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But because of the way in which depictions represent, there is a correspondence between parts and spatial relations of the representation and those of the object; this structural mapping, which confers a type of resemblance, underlies the way images convey specific content. In this respect images are like pictures. Unlike words and symbols, depictions are not arbitrarily paired with what they represent.
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