Perception provides us with access to the external world, but that access is shaped by our own experiential histories. Through perceptual learning, we can enhance our capacities for perceptual discrimination, categorization, and attention to salient properties. We can also encode harmful biases and stereotypes. This article reviews interdisciplinary research on perceptual learning, with an emphasis on the implications for our rational and normative theorizing. Perceptual learning raises the possibility that our inquiries into topics such as epistemic justification, aesthetic criticism, and (...) moral knowledge should include not only an examination of cognition but also of perception. (shrink)

According to the perceptual theory of emotion, emotions are evaluative perceptions. However, emotions involve us in a way that regular perception does not and this has led to two influential objections to the perceptual theory have emerged. According to the first objection, the perceptual theory is false because the phenomenology of emotion is the phenomenology of response. According to the second objection, the perceptual theory is false because emotions are susceptible to evaluations of rationality and reason-responsiveness. In this essay, I (...) defend the perceptual theory by disarming these two objections. In response to the first objection, I suggest that emotional phenomenology bears a striking resemblance to the phenomenology of touch. Both are non-transparent forms of experience whereby it is through our experience of being affected in a certain way that reveals to us some property of the world. I disarm the second objection by providing a developmental account as to how adult emotion acquires the features of rational and reason-responsive evaluability. In the process of childhood, we gain the ability to construe the world in certain ways and regulate our emotions in concert with the moral community, thus transforming emotions and bringing them into the space of normative evaluability. (shrink)

While the view that we perceive aesthetic properties may seem intuitive, it has received little in the way of explicit defence. It also gives rise to a puzzle. The first strand of this puzzle is that we often cannot perceive aesthetic properties of artworks without training, yet much aesthetic training involves the acquisition of knowledge, such as when an artwork was made, and by whom. How, if at all, can this knowledge affect our perception of an artwork’s aesthetic properties? The (...) second strand of the puzzle arises when we widen the scope of aesthetic experience. The very same aesthetic properties that seem to require training for their perception in artworks do not appear to require training to perceive in objects of everyday aesthetic appreciation and natural phenomena. In this paper I argue that a prominent extant attempt to explain how training is compatible with aesthetic perception—cognitive permeation—is an inadequate solution. I also develop a positive view of aesthetic perception that provides a unified solution to both strands of the puzzle. (shrink)

Proponents of cognitive penetration often argue for the thesis on the basis of combined intuitions about categorical perception and perceptual learning. The claim is that beliefs penetrate perceptions in the course of learning to perceive categories. I argue that this "diachronic" penetration thesis is false. In order to substantiate a robust notion of penetration, the beliefs that enable learning must describe the particular ability that subjects learn. However, they cannot do so, since in order to help with learning they must (...) instruct learners to employ previously existing abilities. I argue that a better approach recognizes that we can have sophisticated causal precursors to perceptual learning, but that the learning process itself must operate outside of cognitive influence. (shrink)

Some kinds are both socially constructed and perceptible, such as gender and race. However, this gives rise to a puzzle that has been largely neglected in social constructionist accounts: how does culture shape and bias what we perceive? I argue that perceptual learning is the best explanation of our ability to perceive social kinds, in comparison to accounts that require a person acquire beliefs, theories, or concepts of the kind. I show how relatively simple causal factors known to influence perceptual (...) learning in the laboratory can be extended to understand how culture shapes and biases perception. This account makes clear that the process of perceptual enculturation begins at a very early age, and does not in most cases require background beliefs on the part of the learner: the causal pathways by which perceptual learning occur suffice. It has significance for our understanding of how socially constructed kinds are culturally transmitted, as well as for how such kinds might be altered through interventions. (shrink)

Is it possible to hear God, feel God act, or see that God is doing something in the world? Of course, if God does not exist, no such reports could be true. But some philosophers have argued that even if God exists, it is not possible for such reports to be true since God is supposed to be a maximally perfect immaterial spirit. Here I explore the issue by framing discussion in terms of three kinds of perceptual reports. After clarifying (...) the relation between them, I consider arguments that even if God exists, it is not possible for there to be true perceptual reports about God of any of the three kinds. I argue that, for the most part, these arguments fail. If God exists, it is possible to hear God, feel God act, or see that God was doing something in the world. (shrink)

Traditionally, philosophy of psychology has individuated mental states functionally or semantically. These approaches have shaped many of the debates surrounding cognitive architecture and perceptual experience. We argue that understanding perceptual learning requires a mechanistic approach, which focuses on the structure of the mental representations underlying learned perceptual abilities. We articulate the mechanistic approach, then show how it differs from functional and semantic approaches with regards to important debates about high‐level contents, cognitive permeation, and non‐conceptual content. Finally, we argue that our (...) approach opens new avenues for explaining how perception contributes to important phenomena such as perceptual expertise and decision‐making. (shrink)

Many philosophers take experience to be an essential aspect of perceptual justification. I argue against a specific variety of such an experientialist view, namely, the Looks View of perceptual justification, according to which our visual beliefs are mediately justified by beliefs about the way things look. I describe three types of cases that put pressure on the idea that perceptual justification is always related to looks-related reasons: unsophisticated cognizers, multimodal identification, and amodal completion. I then provide a tentative diagnosis of (...) what goes wrong in the Looks View: it ascribes a specific epistemic role to beliefs about looks that is actually fulfilled by subpersonal perceptual processes. (shrink)

The political realm helps determine the nature of the environments we frequent and so shapes the ways perception learns from those environments. Our perceptual-experiential capacities are thereby sensitive to the political realm. Some perpetual learning that is sensitive to the political realm results in individuals being able to have more valuable perceptual experiences. Perceptual learning that is sensitive to the political realm often increases the epistemic and prudential value of perceptual experience. I conclude that norms of fairness apply to our (...) flexible perceptual-experiential capacities and associated perceptual experiences. (shrink)