What is the philosophical significance of attention? The present article provides an overview of recent debates surrounding the connections between attention and other topics of philosophical interest. In particular, it discusses the interplay between attention and consciousness, attention and agency, and attention and reference. The article outlines the questions and contemporary positions concerning how attention shapes the phenomenal character of experience, whether it is necessary or sufficient for consciousness, and whether it plays a special role in the best philosophical theories (...) of action or conceptual reference. Various interdependencies between the answers to these questions are indicated, as well as how these answers might depend on the metaphysics of attention. Together with its companion piece this article serves as an introduction to the philosophy of attention. (shrink)

In recent years, many philosophers and scientists have argued or accepted that it is impossible to learn primitive sensory concepts like “blue” and “red”. This paper defends a more qualified picture. I try to show that some received characterisations of “learning” are nonequivalent and point towards different learning-nonlearning distinctions. And, on some ways of specifying such a distinction, it might be correct that we do not and cannot “learn” a concept of blue. But on other ways of specifying such a (...) distinction, we can and do sometimes “learn” a concept of blue from experiences of blue. The latter part of the argument connects with some traditional “abstractionist” views, and I defend the present claims in view of some widely circulated concerns about “abstracting” concepts from experience. I close with some reflections on how one might, in view of all this, think about “the learning-nonlearning distinction”. (shrink)

In recent years, many philosophers and scientists have argued or accepted that it is impossible to learn primitive sensory concepts like “blue” and “red”. This paper defends a more qualified picture. I try to show that some received characterisations of “learning” are nonequivalent and point towards different learning-nonlearning distinctions. And, on some ways of specifying such a distinction, it might be correct that we do not and cannot “learn” a concept of blue. But on other ways of specifying such a (...) distinction, we can and do sometimes “learn” a concept of blue from experiences of blue. The latter part of the argument connects with some traditional “abstractionist” views, and I defend the present claims in view of some widely circulated concerns about “abstracting” concepts from experience. I close with some reflections on how one might, in view of all this, think about “the learning-nonlearning distinction”. (shrink)

When is seeing part of an object enough to qualify as seeing the object itself? For instance, is seeing a cat’s tail enough to qualify as seeing the cat itself? I argue that whether a subject qualifies as seeing a given object varies with the context of the ascriber. Having made an initial case for the context-sensitivity of object-seeing, I then address the contention that it is merely a feature of the ordinary notion. I argue that the notions of object-seeing (...) that earn their explanatory keep in both vision science and the philosophy of perception are context-sensitive as well. (shrink)

Perception is a central means by which we come to represent and be aware of particulars in the world. I argue that an adequate account of perception must distinguish between what one perceives and what one's perceptual experience is of or about. Through capacities for visual completion, one can be visually aware of particular parts of a scene that one nevertheless does not see. Seeing corresponds to a basic, but not exhaustive, way in which one can be visually aware of (...) an item. I discuss how the relation between seeing and visual awareness should be explicated within a representational account of the mind. Visual awareness of an item involves a primitive kind of reference: one is visually aware of an item when one's visual perceptual state succeeds in referring to that particular item and functions to represent it accurately. Seeing, by contrast, requires more than successful visual reference. Seeing depends additionally on meta-semantic facts about how visual reference happens to be fixed. The notions of seeing and of visual reference are both indispensable to an account of perception, but they are to be characterized at different levels of representational explanation. (shrink)

This paper attempts to revive a once-lively program in the philosophy of language—that of reducing linguistic phenomena to facts about mental states and actions. I argue that recent skepticism toward this project is generated by features of traditional implementations of the project, rather than the project itself. A picture of language as essentially a mechanism for cooperative information exchange attracted theorists to metasemantic accounts grounding language use in illocutionary action (roughly, using an utterance to elicit a propositional attitude). When this (...) picture is rejected, a metasemantics grounding language in locutionary action (using an utterance to direct attention) emerges as a more viable proposal, dissolving an intractable issue for traditional theories: The metasemantics of subsentential expressions. (shrink)

Many have held that when a person visually attends to an object, her visual system deploys a representation that designates the object. Call the referential link between such representations and the objects they designate attentive visual reference. In this article I offer an account of attentive visual reference. I argue that the object representations deployed in visual attention—which I call attentive visual object representations —refer directly, and are akin to indexicals. Then I turn to the issue of how the reference (...) of an AVOR is determined relative to a context. After raising problems for existing accounts, I propose a mechanism of reference determination that is both causal and descriptive: For an AVOR to refer to a particular object, the object must appropriately cause the deployment of the AVOR, and the AVOR must be associated with descriptive information about some of the object's geometrical and mereological properties. (shrink)

Call an account of names satisfactionalist if it holds that object o is the referent of name a in virtue of o’s satisfaction of a descriptive condition associated with a. Call an account of names minimally descriptivistif it holds that if a competent speaker finds ‘a=b’ to be informative, then she must associate some information with ‘a’ which she does not associate with ‘b’. The rejection of both positions is part of the Kripkean orthodoxy, and is also built into extant (...) versions of the file-picture of reference. In this paper, I argue that the rejection of minimal descriptivism only follows from the rejection of satisfactionalism given certain implausible assumptions about the nature of competence with a proper name. I do this by showing that considerations internal to the file-picture - in particular the idea that competence with a proper name constitutes an ‘epistemically rewarding’ relation to its bearer - motivate an acceptance of minimal descriptivism. (shrink)

Fregeanism and Relationism are competing families of solutions to Frege’s Puzzle, and by extension, competing theories of propositional representation. My aim is to clarify what is at stake between them by characterizing and evaluating a Relationist argument. Relationists claim that it is cognitively possible for distinct token propositional attitudes to be, in a sense, qualitatively indistinguishable: to differ in no intrinsic representational features. The idea of an ‘intrinsic representational feature’ is not, however, made especially clear in the argument. I clarify (...) it here and, having done so, offer reason to doubt the argument. This will put us in a position to draw some lessons about the relation between object-directed and representation-internal aspects of cognitive significance. (shrink)

Intellectual attention, like perceptual attention, is a special mode of mental engagement with the world. When we attend intellectually, rather than making use of sensory information we make use of the kind of information that shows up in occurent thought, memory, and the imagination (Chun, Golomb, & Turk-Browne, 2011). In this paper, I argue that reflecting on what it is like to comprehend memory demonstratives speaks in favour of the view that intellectual attention is required to understand memory demonstratives. Moreover, (...) I argue that this is a line of thought endorsed by Gareth Evans in his Varieties of Reference (1982). In so doing, I improve on interpretations of Evans that have been offered by Christopher Peacocke (1984), and Christoph Hoerl & Theresa McCormack (a coauthored piece, 2005). In so doing I also improve on McDowell’s (1990) criticism of Peacocke’s interpretation of Evans. Like McDowell, I believe that Peacocke might overemphasize the role that “memory-images” play in Evans’ account of comprehending memory demonstratives. But unlike McDowell, I provide a positive characterization of how Evans described the phenomenology of comprehending memory demonstratives. (shrink)

European Journal of Philosophy, Volume 30, Issue 2, Page 740-754, June 2022.

Research in vision science, developmental psychology, and the foundations of cognitive science has led some theorists to posit referential mechanisms similar to indices. This hypothesis has been framed within a Fodorian conception of the early vision module. The article shows that this conception is mistaken, for it cannot handle the ‘interface problem’—roughly, how indexing mechanisms relate to higher cognition and conceptual thought. As a result, I reject the inaccessibility of early vision to higher cognition and make some constructive remarks on (...) the perception–cognition interface. -/- 1 The Case for Visual Indices 1.1 Preliminary assumptions 1.2 Transcendental arguments 1.3 Evidence from vision science 2 Visual Indices, Object Files, and Fodorian Modularity 3 The Interface Problem 3.1 Top-down attention and modularity 3.2 Selective attention and information 4 Revising the Indexing Hypothesis 4.1 Revising the perception–cognition interface 4.2 Revising the modularity of early vision 5 Concluding Remarks. (shrink)

This paper develops a new account of reference-fixing for proper names. The account is built around an intuitive claim about reference fixing: the claim that I am a participant in a practice of using α to refer to o only if my uses of α are constrained by the representationally relevant ways it is possible for o to behave. §I raises examples that suggest that a right account of how proper names refer should incorporate this claim. §II provides such an (...) account. (shrink)

Recently, there has been much interest in epistemic roles of attention, especially in whether visual attention is necessary for warranting (basic) visual belief. Arguably it is not. But attention nevertheless has important roles to play in our warrant from vision. I argue that we must appeal to a competence for shifting visual attention in explaining transsaccadic vision and our epistemic warrant from it. So even if it is not necessary for visual warrant or vision, visual attention plays a central role (...) in both. (shrink)

Attention plays a role in demonstrative thought: It sets the targets. Visual experience also plays a role. I argue here that it makes visual information available for use in the voluntary control of focal attention. To do so I use both introspection and neurophysiological evidence from projections between areas of attentional control and neural correlates of consciousness. Campbell and Smithies also identify roles for experience, but they further argue that only experience can play those roles. In contrast, I argue that (...) experience is not the only way in which visual information could be accessed for the voluntary control of attention. (shrink)

Starting with Gareth Evans, there’s an important tradition of theorizing about perception-based demonstrative thought which assigns necessary epistemic conditions to it. Its core idea is that demonstrative reference in thought is grounded in information links, understood as links which carry reliable information about their targets and which a subject exploits for demonstrative reference by tokening the mental files fed by these links. Perception, on these views, is not fundamental to perception-based demonstrative thought but is only the information link exploited in (...) these cases. Evans himself assigns a further epistemic condition, while more recently Imogen Dickie has expanded the reliability requirement into a more complex account centered around justification. In this paper I synthesize three central proponents of this approach and show that the epistemic conditions they place on perception-based demonstrative thought are not actually required. My argument gives two examples in which there is perceptual contact with an object but this perceptual contact fails to do the epistemic work in question. The first case is stimulus-incorporating dream experiences, the second involves multimodal binding failures. I argue that this perceptual contact still affords demonstrative thought in these cases. (shrink)

I argue that there exists a natural kind social bias that subsumes seemingly heterogenous cases of implicit bias and other forms of social cognition. I explore the implications of this explicated notion of bias for the organization of the mind, theories of consciousness, and the system-dependence of biases.