• In my research, I deal with relationships between thinking and speaking, linguistic determinism, cognitive and language development i.e. especially with the role of language in thinking of a higher order and mindreading.
  • I have been recently working on the interplay between language and cognitive development so I investigate various stages of development in mindreading abilities (children aged from 4 to 6) and connect these abilities with corresponding language and communicative skills.
  • So the essential part of my research can be placed in the field of cognitive science, philosophy of mind and language developmental psychology and contemporary philosophy.

 

My previous and present research
can be enumerated in short as follows

  • Philosophical and psychological research on language
    • Research on the participation of language in broadly defined cognitive abilities.
    • The research in this area can be divided into three categories:
    • The role of language in acquiring mathematical skills and concepts.
    • The involvement of natural language in the process of second order thinking, i.e. self-conscious thinking. In this contest, I have taken into account considerations concerning consciousness and conscious monitoring one’s own and others’ mental states – so as to show how natural language contributes to the emergence of consciousness and self-awareness.
    • Developmental research on the involvement of language in shaping children’s ability to grasp their own and others’ mental states. In my research, I analyze the role of language in capabilities tested within the limits of psychological false belief tests.
    • Linguistic competence (developmental and comparative aspects)
    • In one of my texts, I have presented analyses of the linguistic mind emergence, taking psychological debates into consideration. I do research on mechanisms applying to language acquisition, such as generalization, spontaneity, contextual learning, speed of acquiring a language, ability to make transformations according dependent on a structure, etc. In this area I conduct comparative research concerning humans and animals.
  • Philosophical and psychological research into mind.
    • The research in this field can be divided into three categories. The two first are of theoretical and conceptual nature, and the last one of empirical
    • Consciousness and mental functions
    • In this area I work on models of the mind – a modular conception of mind and functionalism, in particular. I especially focus on the analysis of the relations between mental and brain states. In this context, I refer to cognitive deficits, i.e. to so-called specific clinical or pathologic units recognized in people, such as autisms (mind-blindness), blind-sightedness and aphasia.
    • Mindreading (cognitive and social aspects)
    • I consider the ability to read one’s own and others’ mental states to be a central capability within the limits of our cognitive and social skills. It constitutes a kind of complex ability that includes such mechanisms as: mechanism of common attention, mechanism of differentiating intentional and deliberately directed activities, mechanism that allows to differentiate beliefs from desires, mechanism that allows to attribute false contents, mechanism that allows to read emotions, mechanism that allows to experience surprise, etc. I regard the ability of mindreading as a foundation for social abilities and hence I investigate the influence of cognitive deficits on a loss of social abilities.
    • Empirical research on acquiring the ability to attribute false beliefs by children
    • In the light of this research, I try to define age limits for passing false belief tests and intensional tests (concerning limited substitution in texts), and to understand what the difference between the two tests is (i.e. to define the abilities needed to succeed in both tests and to answer why a false belief test – its “deceptive box” version – proves easier than the intensional one, although the two seem similar at first glance). In this context, I argue that after the age of four (after passing false belief tests) we observe ongoing development of theory of mind in the light of new research. I have done lots of empirical research that will be described in a psychological publication on the development of mindreading.
  • Communication
    • Within the confines of the research on communication, I try to develop reasoning for a thesis that our communicative skills are essentially based on the ability to read others’ mental states. My investigations in this area can be expressed in the form of the question: Are the abilities, mentioned when acquiring specific linguistic and communicative skills (e.g. word learning, avoidance of lexical overlap or reading referential communication), the same kind of abilities of mentalization (reading mental states) defined as inferring (non-coded meaning or inferring implicatures) from similes, metaphors or irony?
  • Contemporary Philosophy
    • G. Frege, E. Husserl, F. Brentano, Lvov-Warsaw School

Education and Qualification

  • 1990-1996 Studies ( MA Program) Catholic University of Lublin, Poland
  • 1993 (one semester MA Program) Karl-Franazens Universität, Graz (Austria)
  • 1995 (one semester MA Program) Karl-Franzens Universität, Graz (Austria)
  • 1998-2003 Assistant Lectureship (PhD Program) Catholic University of Lublin, Poland
  • 2000 (one semester PhD Program) University of Sheffield (Great Britain)
  • 2001-2002 University of Wisconsin (USA)
  • 2001 PhD in Philosophy, Catholic University of Lublin (thesis supervisor: prof. A.B. Stępień, reviewers: prof. L. Koj and prof. U. Żegleń
  • 2003 - Assistant Professor of Philosophy at Catholic University of Lublin
  • 2008 - cooperation with the Social Communication Laboratory at University of Warmia and Mazury
  • 2009 Postdoctoral degree in Philosophy (specialization: epistemology, philosophy of language, philosophy of mind and cognitive science) at Catholic University of Lublin
  • 2009, Associative Professor of Philosophy at Catholic University of Lublin

Awards and Grants

  • 1993 Scholarship (one semester) supported by Austrian Government, Karl-Franzens Universität, Graz (Austria) (host Professor R. Haller)
  • 1995 Scholarship (semester) supported by Austrian Government, Karl-Franzens Universität, Graz (Austria) (host Professor R. Haller)
  • 1999 Award for young researchers founded by the Foundation For Polish Science
  • 01.01.1999 - 31.12. 2000, PhD Research Grant founded by the Ministry of Science and Higher Education, № 1 H01 A 021 16 (title: Logical Theory of Judgment – Philosophical Foundation)
  • 2000 (one semester) PhD Stefan Batory Foundation Scholarship at University of Sheffield (host Professor D. Bell)
  • 2001-2002 r. Fulbright Junior Advanced Research Grant, University of Wisconsin, USA.
  • 01.03.2005-30.06.2005 Postdoctoral Fellowship at Katholieke Universiteit Leuven, Department of Philosophy, Belgium
  • 30.06.2005-30.12.2007 Research Grant founded by the Ministry of Science and Higher Education, № 1 H01A 024 29 (title: The relationship between Thought and Language)
  • 2006 (three months) /postdoctoral/Scholarship at the Polish Academy of Science (Institute of Philosophy and Sociology), awarded by Foundation for Polish Science
  • 2007 Recipient of Special KUL Chancellor Award
  • 2009-2012, Research Grant founded by the Ministry of Science and Higher Education, № 1497/B/H03/2009/37 (title: Cognitive Capacities of Higher Order, False Belief Tasks and the Relationship between Mindreading and Meta-cognition)
  • Head Manager of Research Grant founded by the Ministry of Science and Higher Education nr. 2011/01/B/HS1/04462, Title: Evolutionary Uniqueness of Human Nature. /OSOBLIWOŚĆ EWOLUCYJNA NATURY LUDZKIEJ (Studia porównawcze z zakresu antropologii i etologii – badania nad językiem, komunikacją, umysłem i działaniem ludzi i zwierząt)/
  • 2011 Recipient of Special KUL Chancellor Award

Languages                                                                                        

  • English: speaking and writing ability – proficiency level
  • German: speaking and writing ability – upper-intermediate level
  • French: speaking and writing ability – pre-intermediate level
  • Chinese: speaking and writing ability – pre-intermediate level