David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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In Rahul Banerjee & B. K. Chakrabarti (eds.), Models of Brain and Mind: Physical, Computational, and Psychological Approaches. Elsevier (2008)
In this chapter, I sketch a conceptual framework which takes it as a starting point that conscious and unconscious cognition are rooted in the same set of interacting learning mechanisms and representational systems. On this view, the extent to which a representation is conscious depends in a graded manner on properties such as its stability in time or its strength. Crucially, these properties are accrued as a result of learning, which is in turn viewed as a mandatory process that always accompanies information processing. From this perspective, consciousness is best characterized as involving (1) a graded continuum defined over “quality of representation”, such that availability to consciousness and to cognitive control correlates with quality , and (2) the implication of systems of metarepresentations. A first implication of these ideas is that the main function of consciousness is to make flexible, adaptive control over behavior possible. A second, much more speculative implication, is that we learn to be conscious. This I call the “radical plasticity thesis” — the hypothesis that consciousness emerges in systems capable not only of learning about their environment, but also about their own internal representations of it.
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Zoltán Dienes & Anil Seth (2010). Gambling on the Unconscious: A Comparison of Wagering and Confidence Ratings as Measures of Awareness in an Artificial Grammar Task☆. Consciousness and Cognition 19 (2):674-681.
Sid Kouider, Vincent de Gardelle, Jérôme Sackur & Emmanuel Dupoux (2010). How Rich is Consciousness? The Partial Awareness Hypothesis. Trends in Cognitive Sciences 14 (7):301-307.
Nick Reed, Peter McLeod & Zoltan Dienes (2010). Implicit Knowledge and Motor Skill: What People Who Know How to Catch Don't Know. Consciousness and Cognition 19 (1):63-76.
Bert Windey & Axel Cleeremans (2015). Consciousness as a Graded and an All-or-None Phenomenon: A Conceptual Analysis. Consciousness and Cognition 35:185-191.
Axel Cleeremans (2014). Connecting Conscious and Unconscious Processing. Cognitive Science 38 (6):1286-1315.
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