Topics in Cognitive Science, Volume 14, Issue 2, Page 363-387, April 2022.

Clark and Chalmers propose that the mind extends further than skin and skull. If they are right, then we should expect this to have some effect on our way of knowing our own mental states. If the content of my notebook can be part of my belief system, then looking at the notebook seems to be a way to get to know my own beliefs. However, it is at least not obvious whether self-ascribing a belief by looking at my notebook (...) is a case of introspection the same way that knowing my non-extended beliefs is. Traditionally this sort of introspection is thought to be privileged and special in ways that the extended introspection case seems not to be. There is nothing privileged about looking at my notebook. Anyone could do it. The aim of the paper is to find out how to understand extended introspection and whether there is something privileged and special about knowing one’s own extended beliefs. Moreover, the notebook case has close analogs using twenty-first century technology. It seems possible to know our beliefs that are extended to smartphones, wearable technology or a cloud-based data store. First, I present the case of extended introspection. I then discuss whether it should be understood as ordinary introspection or as mind-reading. Both seem to be bad fits, which finally prompts an original account for extended introspection based on epistemic rules. (shrink)

Is attention both necessary and sufficient for consciousness? Call this central question of this treatise, “Q.” We commonly have the experience of consciously paying attention to something, but is it possible to be conscious of something you are not attending to, or to attend to something of which you are not conscious? Where might we find examples of these? This treatise is a quest to find an answer to Q in two parts. Part I reviews the foundations upon which the (...) discourse on Q is built. Different inputs to Q produce different answers. After consideration of the many ways “attention” and “consciousness” have been defined, I settle upon phenomenal consciousness and Executive Attention (defined as a suite of strategies for structuring cognition for further processing implemented by the executive of working memory) as the most interesting inputs to Q, and the ones on which Part II focuses. Attention without consciousness seems relatively easy to establish empirically, but consciousness without attention is much harder. The putative candidates all seem to have major problems, but I build a strong abductive case for the hitherto ignored case of foveal phenomenal overflow. We consciously see far more detail in our foveal fields than we can Executively Attend, although there is a serious obstacle to our ever confirming that empirically—identifying conscious content relies on Executive Attentional report. Triangulating the capacity limitations of attention, consciousness, and working memory strengthens this case for consciousness without attention, and suggests that cognition must work something like my “Witches’ Hat Model,” on which content can become conscious outside of Executive Attention or working memory. I conclude with some reflections on the implications of my arguments for the discourse on Q, and for other discourses such as the ontologies of attention and consciousness, theories of consciousness, some other cognitive concepts, and ethical considerations in humans, animals, and machines. A conclusive answer to Q continues to elude us. It may perhaps be an ultimately insoluble conundrum. But it is the very essence of humanity to seek an answer, and in so doing, to improve our understanding of our own nature: “The proper study of mankind is man.”1. (shrink)

According to the Extended knowledge dilemma, first formulated by Clark (Synthese 192:3757–3775, 2015) and subsequently reformulated by Carter et al. (in: Carter, Clark, Kallestrup, Palermos, Pritchard (eds) Extended epistemology, Oxford Univer- sity Press, Oxford, pp 331–351, 2018a), an agent’s interaction with a device can either give rise to knowledge or extended cognition, but not both at the same time. The dilemma rests on two substantive commitments: first, that knowledge by a subject requires that the subject be aware to some extent (...) of some features of that knowledge’s sources and, second, that cognitive processes can only be extended if the subject is mostly unaware of the external object. The overwhelming response to the dilemma by proponents of extended knowledge has been to reconcile the demands of knowl- edge with the requirement that genuine extended cognition must lack any conscious encountering of the external artifact that features in the putative extended cognitive process. My approach, thus far unexplored, will be the opposite: I show how extended cognition can be made compatible with a wide range of agential attitudes, including an active form of epistemic hygiene. Consequently, I open the door for a new way of vindicating the possibility of extended knowledge, and call into question some assumptions that lie at the core of extended cognition theory. (shrink)

The basic human ability to treat quantitative information can be divided into two parts. With proto-arithmetical ability, based on the core cognitive abilities for subitizing and estimation, numerosities can be treated in a limited and/or approximate manner. With arithmetical ability, numerosities are processed (counted, operated on) systematically in a discrete, linear, and unbounded manner. In this paper, I study the theory of enculturation as presented by Menary (2015) as a possible explanation of how we make the move from the proto-arithmetical (...) ability to arithmetic proper. I argue that enculturation based on neural reuse provides a theoretically sound and fruitful framework for explaining this development. However, I show that a comprehensive explanation must be based on valid theoretical distinctions and involve several stages in the development of arithmetical knowledge. I provide an account that meets these challenges and thus leads to a better understanding of the subject of enculturation. (shrink)

In this paper, we analyse how GPS-based navigation systems are transforming some of our intellectual virtues and then suggest two strategies to improve our practices regarding the use of such epistemic tools. We start by outlining the two main approaches in virtue epistemology, namely virtue reliabilism and virtue responsibilism. We then discuss how navigation systems can undermine five epistemic virtues, namely memory, perception, attention, intellectual autonomy, and intellectual carefulness. We end by considering two possible interlinked ways of trying to remedy (...) this situation: [i] redesigning the epistemic tool to improve the epistemic virtues of memory, perception, and attention; and [ii] the cultivation of cognitive diligence for wayfinding tasks scaffolding intellectual autonomy and carefulness. (shrink)