Many philosophers and scientists have argued that the difference between phenomenally conscious states and other kind of states lies in the implicit self-awareness that conscious states have. Higher-Order Representationalist theories, attempt to explain such a self-awareness by means of a higher-order representation. Consciousness relies on our capacity to represent our own mental states, consciousness depends on our Theory of Mind. Such an ability can, at least conceptually, be decomposed into another two: mindreading and metacognition. In this paper I will argue (...) that consciousness cannot depend on mindreading. The tenability of HOR theories depends, therefore, on the relation between mindreading and metacognition. I analyze several views on such a relation and argue that none of them seem to be a plausible option for HOR theories. (shrink)

According to higher-order theories of consciousness, a mental state is conscious only when represented by another mental state. Higher-order theories must predict there to be some brain areas (or networks of areas) such that, because they produce (the right kind of) higher-order states, the disabling of them brings about deficits in consciousness. It is commonly thought that the prefrontal cortex produces these kinds of higher-order states. In this paper, I first argue that this is likely correct, meaning that, if some (...) higher-order theory is true, prefrontal lesions should produce dramatic deficits in visual consciousness. I then survey prefrontal lesion data, looking for evidence of such deficits. I argue that no such deficits are to be found, and that this presents a compelling case against higher-order theories. (shrink)

MS, under submission, derived from a Powerpoint presentation at a Conference on Consciousness, Memory, and Perception, in honor of Larry Weiskrantz, City University, London, September 15, 2006.

Higher-order theories of consciousness posit that a mental state is conscious by virtue of being represented by another mental state, which is therefore a higher-order representation (HOR). Whether HORs are construed as thoughts or experiences, higher-order theorists have generally contested whether such metarepresentations have any significant cognitive function. In this paper, I argue that they do, focusing on the value of conscious thinking, as distinguished from conscious perceiving, conscious feeling, and other forms of conscious mentality. A thinking process is constituted (...) by propositional-attitude states, and during conscious thinking some or all of these states would be targeted by HORs. Since cases of nonconscious thinking are widely accepted, the question arises as to the use of representing one's thoughts during thinking. Contra the views of Armstrong and Rolls, I argue that HORs do not facilitate first-order thinking. Rather, I propose that such representations enable reasoning about one's act of thinking, and I give various examples of this sort of metacognition in support of the theory. I further argue that the general correlation between complex thinking and its being conscious is merely due to the fact that assessing one's mental act is particularly useful during such thinking, not because consciousness somehow facilitates first-order inference-making, as folk psychology implies. My view is thus consistent with recent empirical evidence that complex thinking sometimes yields better results when nonconscious. (shrink)

An approach to emotion is described in which emotions are defined as states elicited by instrumental reinforcers, that is, by stimuli that are the goals for action. This leads to a theory of the evolutionary adaptive value of emotions, which is that different genes specify different goals in their own self-interest, and any actions can then be learned and performed by instrumental learning to obtain the goals. The brain mechanisms for emotion in brain regions such as the orbitofrontal and anterior (...) cingulate cortex provide a foundation for understanding the neural basis of emotion. Classically conditioned effects may modulate the actions initiated by this system. In addition to this instrumental learning system, some stimuli may elicit responses, for example approach, withdrawal, or fixed action patterns, but intervening states are not required for this type of adaptive response. In addition, a rational thought system involved in multistep planning can allow gene-specified goals to be deferred or avoided in order to achieve longer-term types of goals that may be more advantageous to the individual than to the genes. (shrink)