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3422 found
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1 — 50 / 3422
  1. The Meta-Problem and the Transfer of Knowledge Between Theories of Consciousness: A Software Engineer’s Take.Marcel Kvassay - manuscript
    This contribution examines two radically different explanations of our phenomenal intuitions, one reductive and one strongly non-reductive, and identifies two germane ideas that could benefit many other theories of consciousness. Firstly, the ability of sophisticated agent architectures with a purely physical implementation to support certain functional forms of qualia or proto-qualia appears to entail the possibility of machine consciousness with qualia, not only for reductive theories but also for the nonreductive ones that regard consciousness as ubiquitous in Nature. Secondly, analysis (...)
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  2. Response.Jodi Dean - forthcoming - Theory and Event 11 (4).
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  3. The Importance of Being Human-Response.C. Diamond - forthcoming - Philosophy.
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  4. The Curious Use of Stimulus for Constraint.P. F. Henshaw - forthcoming - Emergence: Complexity and Organization.
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  5. The Importance of Being Human-Response.D. Mcnaughton - forthcoming - Philosophy.
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  6. The Neural Substrates of Conscious Perception Without Performance Confounds.Jorge Morales, Brian Odegaard & Brian Maniscalco - forthcoming - In Felipe De Brigard & Walter Sinnott-Armstrong (eds.), Anthology of Neuroscience and Philosophy.
    To find the neural substrates of consciousness, researchers compare subjects’ neural activity when they are aware of stimuli against neural activity when they are not aware. Ideally, to guarantee that the neural substrates of consciousness—and nothing but the neural substrates of consciousness—are isolated, the only difference between these two contrast conditions should be conscious awareness. Nevertheless, in practice, it is quite challenging to eliminate confounds and irrelevant differences between conscious and unconscious conditions. In particular, there is an often-neglected confound that (...)
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  7. Learning Situational Awareness by Observing Expert Actions.Taha A. Sidani & Avelino J. Gonzalez - forthcoming - Florida Ai Research Society Conference.
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  8. Attention Need Not Always Apply: Mind Wandering Impedes Explicit but Not Implicit Sequence Learning.Samuel Murray, Nicholaus Brosowsky, Jonathan Schooler & Paul Seli - 2021 - Cognition 209:104530.
    According to the attentional resources account, mind wandering (or “task-unrelated thought”) is thought to compete with a focal task for attentional resources. Here, we tested two key predictions of this account: First, that mind wandering should not interfere with performance on a task that does not require attentional resources; second, that as task requirements become automatized, performance should improve and depth of mind wandering should increase. Here, we used a serial reaction time task with implicit- and explicit-learning groups to test (...)
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  9. Phenomenality, Conscious States, and Consciousness Inessentialism.Mikio Akagi - 2020 - Phenomenology and the Cognitive Sciences 19 (4):803-819.
    I draw attention to an ambiguity of the expression ‘phenomenal consciousness’ that is an avoidable yet persistent source of conceptual confusion among consciousness scientists. The ambiguity is between what I call phenomenality and what I call conscious states, where the former denotes an abstract property and the latter denotes a phenomenon or class of its instances. Since sentences featuring these two terms have different semantic properties, it is possible to equivocate over the term ‘consciousness’. It is also possible to fail (...)
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  10. Faster Might Not Be Better: Pictures May Not Elicit a Stronger Unconscious Priming Effect Than Words When Modulated by Semantic Similarity.Nicolás Marcelo Bruno, Iair Embon, Mariano Nicolás Díaz Rivera, Leandro Giménez, Tomás Ariel D'Amelio, Santiago Torres Batán, Juan Francisco Guarracino, Alberto Andrés Iorio & Jorge Mario Andreau - 2020 - Consciousness and Cognition 81:102932.
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  11. Eye-Closure & the Retrieval of Item-Specific Information in Recognition Memory.Andrew Parker & Neil Dagnall - 2020 - Consciousness and Cognition 77:102858.
  12. Unconscious Semantic Priming From Pictures Under Backward Masking and Continuous Flash Suppression.Timo Stein, Vanessa Utz & Filip van Opstal - 2020 - Consciousness and Cognition 78:102864.
  13. Learning of Novel Semantic Relationships Via Sudden Comprehension is Associated with a Hippocampus-Independent Network.Jasmin M. Kizilirmak, Björn H. Schott, Hannes Thuerich, Catherine M. Sweeney-Reed, Anni Richter, Kristian Folta-Schoofs & Alan Richardson-Klavehn - 2019 - Consciousness and Cognition 69:113-132.
  14. Unconscious Arithmetic: Assessing the Robustness of the Results Reported by Karpinski, Briggs, and Yale.Pieter Moors & Guido Hesselmann - 2019 - Consciousness and Cognition 68:97-106.
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  15. The Unconscious Mind: From Classical Theoretical Controversy to Controversial Contemporary Research and a Practical Illustration of the “Error of Our Ways”.Myron Tsikandilakis, Persefoni Bali, Jan Derrfuss & Peter Chapman - 2019 - Consciousness and Cognition 74:102771.
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  16. The Role of Response Readiness in Subliminal Visuomotor Processes.Yongchun Wang, Ya Li, Dawei Liu, Meng Zou, Baoqiang Zhang & Yonghui Wang - 2019 - Consciousness and Cognition 68:23-32.
  17. Role of Implicit Learning Abilities in Metaphor Understanding.Luc Drouillet, Nicolas Stefaniak, Christelle Declercq & Alexandre Obert - 2018 - Consciousness and Cognition 61:13-23.
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  18. Are the States Underlying Implicit Biases Unconscious? – A Neo-Freudian Answer.Beate Krickel - 2018 - Philosophical Psychology 31 (6):1007-1026.
    Many philosophers as well as psychologists hold that implicit biases are due to unconscious attitudes. The justification for this unconscious-claim seems to be an inference to the best explanation of the mismatch between explicit and implicit attitudes, which is characteristic for implicit biases. The unconscious-claim has recently come under attack based on its inconsistency with empirical data. Instead, Gawronski et al. (2006) analyze implicit biases based on the so-called Associative-Propositional Evaluation (APE) model, according to which implicit attitudes are phenomenally conscious (...)
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  19. Review of The Stuff of Thought by Steven Pinker (2008).Michael Starks - 2017 - Philosophy, Human Nature and the Collapse of Civilization Michael Starks 3rd Ed. (2017).
    I start with some famous comments by the philosopher (psychologist) Ludwig Wittgenstein because Pinker shares with most people (due to the default settings of our evolved innate psychology) certain prejudices about the functioning of the mind and because Wittgenstein offers unique and profound insights into the workings of language, thought and reality (which he viewed as more or less coextensive) not found anywhere else. The last quote is the only reference Pinker makes to Wittgenstein in this volume, which is most (...)
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  20. Lost in Dissociation: The Main Paradigms in Unconscious Cognition.Luis M. Augusto - 2016 - Consciousness and Cognition 42:293-310.
    Contemporary studies in unconscious cognition are essentially founded on dissociation, i.e., on how it dissociates with respect to conscious mental processes and representations. This is claimed to be in so many and diverse ways that one is often lost in dissociation. In order to reduce this state of confusion we here carry out two major tasks: based on the central distinction between cognitive processes and representations, we identify and isolate the main dissociation paradigms; we then critically analyze their key tenets (...)
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  21. Implicit Attitudes, Social Learning, and Moral Credibility.Michael Brownstein - 2016 - In Julian Kiverstein (ed.), The Routledge Handbook of Philosophy of the Social Mind. London: Routledge. pp. 314-335.
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  22. Why the “Stimulus-Error” Did Not Go Away.M. Chirimuuta - 2016 - Studies in History and Philosophy of Science Part A 56:33-42.
  23. Commentary on Harry Kunneman’s ‘The Potential Political Importance of Voluntary Work’.Jef Peeters - 2016 - Foundations of Science 21 (2):433-438.
    We agree with the general commitment of Kunneman’s contribution, but formulate some critical reservations about its elaboration. First, we discuss the use of the concept of complexity. On the basis of Morin’s idea of general complexity we argue that a paradigmatic interpretation leads to a more consistent argumentation strategy. We illustrate this referring to Kunneman’s use of the term ‘autopoiesis’ and Habermas’s concepts of ‘system and life world’. We call into question Kunneman’s position that meaningfulness in volunteering falls short politically. (...)
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  24. Subliminal Evaluative Conditioning? Above-Chance CS Identification May Be Necessary and Insufficient for Attitude Learning.Christoph Stahl, Julia Haaf & Olivier Corneille - 2016 - Journal of Experimental Psychology: General 145 (9):1107-1131.
  25. Eyelid-Openness and Mouth Curvature Influence Perceived Intelligence Beyond Attractiveness.Sean N. Talamas, Kenneth I. Mavor, John Axelsson, Tina Sundelin & David I. Perrett - 2016 - Journal of Experimental Psychology: General 145 (5):603-620.
  26. Freedom and Mental Conditioning.Rudi Anders - 2015 - Australian Humanist, The 118:16.
    Anders, Rudi Mental conditioning is like gravity; it feels so normal and ever-present that it often goes unnoticed, but it influences much human behaviour. I am not free when I am not aware how my ideas and attitudes are absorbed from my culture, family, the media and peers. It takes courage to stand alone.
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  27. The Idea of Will.M. M. Dorenbosch - 2015 - Journal of Consciousness Exploration and Research 6 (7):449-472.
    This article presents a new conceptual view on the conscious will. This new concept approaches our will from the perspective of the requirements of our neural-muscular system and not from our anthropocentric perspective. This approach not only repositions the will at the core of behavior control, it also integrates the studies of Libet and Wegner, which seem to support the opposite. The will does not return as an instrument we use to steer, but rather as part of the way we (...)
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  28. Categories, Concepts, and Conditioning: How Humans Generalize Fear.Joseph E. Dunsmoor & Gregory L. Murphy - 2015 - Trends in Cognitive Sciences 19 (2):73-77.
  29. Solution of the Comparator Theory of Associative Learning.Stefano Ghirlanda & Ismet Ibadullayev - 2015 - Psychological Review 122 (2):242-259.
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  30. Development of Different Forms of Skill Learning Throughout the Lifespan.Ágnes Lukács & Ferenc Kemény - 2015 - Cognitive Science 39 (2):383-404.
    The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning . Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been tested by systematic empirical studies on the developmental pathways of SL from childhood to old age. In this paper, we challenge the view that childhood (...)
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  31. Subjective Report of Eye Fixations During Serial Search.Sébastien Marti, Laurie Bayet & Stanislas Dehaene - 2015 - Consciousness and Cognition 33:1-15.
  32. Identifying Words That Emerge Into Consciousness: Effects of Word Valence and Unconscious Previewing.Simone C. Prioli & Todd A. Kahan - 2015 - Consciousness and Cognition 35:88-97.
  33. Concurrent Movement Impairs Incidental But Not Intentional Statistical Learning.David J. Stevens, Joanne Arciuli & David I. Anderson - 2015 - Cognitive Science 39 (5):1081-1098.
    The effect of concurrent movement on incidental versus intentional statistical learning was examined in two experiments. In Experiment 1, participants learned the statistical regularities embedded within familiarization stimuli implicitly, whereas in Experiment 2 they were made aware of the embedded regularities and were instructed explicitly to learn these regularities. Experiment 1 demonstrated that while the control group were able to learn the statistical regularities, the resistance-free cycling group and the exercise group did not demonstrate learning. This is in contrast with (...)
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  34. Learning System for Japanese Onomatopoeia^|^Apos;s Nuance Through Creation Task.Shuo Yang, Takashi Hashimoto, Guanhong Li & XiaoYan Li - 2015 - Transactions of the Japanese Society for Artificial Intelligence 30 (1):331-339.
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  35. Retrospective Reversal of Extinction of Conditioned Fear by Instruction.Qing Zeng, Yanlei Jia, Yuanjun Wang, Junhua Zhang, Chuyi Liu & Xifu Zheng - 2015 - Consciousness and Cognition 35:171-177.
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  36. The Insufficiency of Associative Learning for Explaining Development: Three Challenges to the Associative Account.Bennett I. Bertenthal - 2014 - Behavioral and Brain Sciences 37 (2):193-194.
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  37. Re-Examining the Role of Context in Implicit Sequence Learning.Maria C. D’Angelo, Bruce Milliken, Luis Jiménez & Juan Lupiáñez - 2014 - Consciousness and Cognition 27:172-193.
  38. Author’s Response: Verbal Limitations of Observer-Inclusion.M. Füllsack - 2014 - Constructivist Foundations 10 (1):62-64.
    Upshot: I present reflections on the particularities of second-order science in response to the commentaries on my paper, as well as comments on the limitations of verbal analytical attempts to grasp the implicit circularity of observer-inclusion.
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  39. Visual Attention to Features by Associative Learning.Davood G. Gozli, Joshua B. Moskowitz & Jay Pratt - 2014 - Cognition 133 (2):488-501.
  40. Implicit Visual Learning: How the Task Set Modulates Learning by Determining the Stimulus–Response Binding.Hilde Haider, Katharina Eberhardt, Sarah Esser & Michael Rose - 2014 - Consciousness and Cognition 26:145-161.
    Implicit learning is one of the most fundamental learning mechanisms that enables humans to adapt to regularities inherent in the environment. Despite its high flexibility, it depends on constraints, such as selective attention. Here, we focused on the stimulus-to-response binding which defines the dimensions of the stimuli and the responses participants attend to. In a serial reaction time task with a visual sequence, we investigated whether this stimulus–response binding influences the amount of sequence learning. The results of Experiments 1 and (...)
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  41. Preamble – The Reference to God as a Stimulus for Freedom.Annette Schavan - 2014 - In Erika Fischer-Lichte, Klaus W. Hempfer & Joachim Küpper (eds.), Religion and Society in the 21st Century. De Gruyter.
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  42. Demonstrator Skill Modulates Observational Aversive Learning.Ida Selbing, Björn Lindström & Andreas Olsson - 2014 - Cognition 133 (1):128-139.
  43. Explaining Compound Generalization in Associative and Causal Learning Through Rational Principles of Dimensional Generalization.Fabian A. Soto, Samuel J. Gershman & Yael Niv - 2014 - Psychological Review 121 (3):526-558.
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  44. Revisiting the Limits of Language: The Odor Lexicon of Maniq.Ewelina Wnuk & Asifa Majid - 2014 - Cognition 131 (1):125-138.
  45. Repeating a Strongly Masked Stimulus Increases Priming and Awareness.Anne Atas, Astrid Vermeiren & Axel Cleeremans - 2013 - Consciousness and Cognition 22 (4):1422-1430.
  46. A Response to MacClellan. Bernstein - 2013 - Journal of Animal Ethics 3 (1):69.
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  47. How Do We Convert a Number Into a Finger Trajectory?Dror Dotan & Stanislas Dehaene - 2013 - Cognition 129 (3):512-529.
  48. Learning to Navigate in a Three-Dimensional World: From Bees to Primates.Adrian G. Dyer & Marcello G. P. Rosa - 2013 - Behavioral and Brain Sciences 36 (5):550-550.
  49. Implementing Flexibility in Automaticity: Evidence From Context-Specific Implicit Sequence Learning.Maria C. D’Angelo, Bruce Milliken, Luis Jiménez & Juan Lupiáñez - 2013 - Consciousness and Cognition 22 (1):64-81.
    Attention is often dichotomized into controlled vs. automatic processing, where controlled processing is slow, flexible, and intentional, and automatic processing is fast, inflexible, and unintentional. In contrast to this strict dichotomy, there is mounting evidence for context-specific processes that are engaged rapidly yet are also flexible. In the present study we extend this idea to the domain of implicit learning to examine whether flexibility in automatic processes can be implemented through the reliance on contextual features. Across three experiments we show (...)
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  50. Evidence for Implicit Learning in Syntactic Comprehension.Alex B. Fine & T. Florian Jaeger - 2013 - Cognitive Science 37 (3):578-591.
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