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  1. Amodal Completion and Knowledge.Grace Helton & Bence Nanay - 2019 - Analysis 79 (3):415-423.
    Amodal completion is the representation of occluded parts of perceived objects. We argue for the following three claims: First, at least some amodal completion-involved experiences can ground knowledge about the occluded portions of perceived objects. Second, at least some instances of amodal completion-grounded knowledge are not sensitive, that is, it is not the case that in the nearest worlds in which the relevant claim is false, that claim is not believed true. Third, at least some instances of amodal completion-grounded knowledge (...)
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  • Consciousness and Knowledge.Berit Brogaard & Elijah Chudnoff - forthcoming - In Uriah Kriegel (ed.), Oxford Handbook of the Philosophy of Consciousness. Oxford University Press.
    This chapter focuses on the relationship between consciousness and knowledge, and in particular on the role perceptual consciousness might play in justifying beliefs about the external world. We outline a version of phenomenal dogmatism according to which perceptual experiences immediately, prima facie justify certain select parts of their content, and do so in virtue of their having a distinctive phenomenology with respect to those contents. Along the way we take up various issues in connection with this core theme, including the (...)
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  • Experience and Epistemic Structure: Can Cognitive Penetration Result in Epistemic Downgrade?Elijah Chudnoff - forthcoming - In Inference and Consciousness.
    Reflection on the possibility of cases in which experience is cognitively penetrated has suggested to many that an experience's etiology can reduce its capacity to provide prima facie justification for believing its content below a baseline. This is epistemic downgrade due to etiology, and its possibility is incompatible with phenomenal conservatism. I develop a view that explains the epistemic deficiency in certain possible cases of cognitive penetration but on which there is no epistemic downgrading below a baseline and on which (...)
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  • Which Moral Properties Are Eligible for Perceptual Awareness?Preston J. Werner - forthcoming - Journal of Moral Philosophy:1-30.
    Moral perception has made something of a comeback in recent work on moral epistemology. Many traditional objections to the view have been argued to fail upon closer inspection. But it remains an open question just how far moral perception might extend. In this paper, I provide the beginnings of an answer to this question by assessing the relationship between the metaphysical structure of different normative properties and a plausible constraint on which properties are eligible for perceptual awareness which I call (...)
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  • Toward a Perceptual Account of Mindreading.Somogy Varga - forthcoming - Philosophy and Phenomenological Research.
    Philosophy and Phenomenological Research, EarlyView.
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  • The Epistemic Significance of Perceptual Learning.Elijah Chudnoff - 2017 - Inquiry: An Interdisciplinary Journal of Philosophy 61 (5-6):520-542.
    First impressions suggest the following contrast between perception and memory: perception generates new beliefs and reasons, justification, or evidence for those beliefs; memory preserves old beliefs and reasons, justification, or evidence for those beliefs. In this paper, I argue that reflection on perceptual learning gives us reason to adopt an alternative picture on which perception plays both generative and preservative epistemic roles.
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  • The Real Epistemic Significance of Perceptual Learning.Berit ‘Brit’ Brogaard & Dimitria Electra Gatzia - 2017 - Inquiry: An Interdisciplinary Journal of Philosophy 61 (5-6):543-558.
    In ‘The Epistemic Significance of Perceptual Learning’ Elijah Chudnoff argues that cases from perceptual learning show that perception not only generates reasons for beliefs but also preserves those reasons over time in perceptual learning cases. In this paper, we dispute the idea that perceptual learning enables the preservation of perceptual reasons. We then argue for an alternative view, viz. the view that perceptual learning is epistemically significant insofar as it modifies our perceptual system in such a way as to make (...)
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