We all are rembrandt experts – or, how task dissociations in school learning effects support the discontinuity hypothesis
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Behavioral and Brain Sciences 22 (3):381-382 (1999)
We argue that cognitive penetration in non-early vision extends beyond the special situations considered by Pylyshyn. Many situations which do not involve difficult stimuli or require expert skills nevertheless load on high-level cognitive processes. School learning effects illustrate this point: they provide a way to observe task dissociations which support the discontinuity hypothesis, but they show that the scope of visual cognition in our visual experience is often underestimated.
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