The literature suggests that in sensory imagination we focus on the imagined objects, not on the imaginative states themselves, and that therefore imagination is not introspective. It is claimed that the introspection of imaginative states is an additional cognitive ability. However, there seem to be counterexamples to this claim. In many cases in which we sensorily imagine a certain object in front of us, we are aware that this object is not really where we imagine it to be. So it (...) looks as if in these cases of imagination, we are aware of the mere appearance of the imagined object, and hence introspection is a constitutive part of imagination. In this article, I address this contradictory state of affairs and argue that we should classify at least some forms of sensory imagination as introspective. For this purpose I use the appearance-reality distinction as a central notion for introspection. I also defend the thesis of introspective imagination against the objection that young children imagine without yet understanding the concept of experience. (shrink)

Subliminal perception (SP) is today considered a well-supported theory stating that perception can occur without conscious awareness and have a significant impact on later behaviour and thought. In this article, we first present and discuss different approaches to the study of SP. In doing this, we claim that most approaches are based on a dichotomic measure of awareness. Drawing upon recent advances and discussions in the study of introspection and phenomenological psychology, we argue for both the possibility and necessity of (...) using an elaborated measure of subjective states. In the second part of the article, we present findings where these considerations are implemented in an empirical study. The results and implications are discussed in detail, both with reference to SP, and in relation to the more general problem of using elaborate introspective reports as data in relation to studies of cognition. (shrink)

Metacognition is often defined as thinking about thinking. It is exemplified in all the activities through which one tries to predict and evaluate one’s own mental dispositions, states and properties for their cognitive adequacy. This article discusses the view that metacognition has metarepresentational structure. Properties such as causal contiguity, epistemic transparency and procedural reflexivity are present in metacognition but missing in metarepresentation, while open-ended recursivity and inferential promiscuity only occur in metarepresentation. It is concluded that, although metarepresentations can redescribe metacognitive (...) contents, metacognition and metarepresentation are functionally distinct. (shrink)

I argue that newborn infants are conscious. I propose a methodology for investigating infant consciousness, and I present two approaches for determining whether newborns are conscious. First, I consider behavioral and neurobiological markers of consciousness. Second, I investigate the major theories of consciousness, including both philosophical and scientific theories, and I discuss what they predict about infant consciousness.

The time course of different metacognitive experiences of knowledge was investigated using artificial grammar learning. Experiment 1 revealed that when participants are aware of the basis of their judgments decisions are made most rapidly, followed by decisions made with conscious judgment but without conscious knowledge of underlying structure , and guess responses were made most slowly, even when controlling for differences in confidence and accuracy. In experiment 2, short response deadlines decreased the accuracy of unconscious but not conscious structural knowledge. (...) Conversely, the deadline decreased the proportion of conscious structural knowledge in favour of guessing. Unconscious structural knowledge can be applied rapidly but becomes more reliable with additional metacognitive processing time whereas conscious structural knowledge is an all-or-nothing response that cannot always be applied rapidly. These dissociations corroborate quite separate theories of recognition and metacognition. (shrink)

This paper investigates the time it takes unconscious vs. conscious knowledge to form by using an improved “no-loss gambling” method to measure awareness of knowing. Subjects could either bet on a transparently random process or on their grammaticality judgment in an artificial grammar learning task. A conflict in the literature is resolved concerning whether unconscious rather than conscious knowledge is especially fast or slow to form. When guessing , accuracy was above chance and RTs were longer than when feeling confident (...) . In a second experiment, short response deadlines only interfered with the quality of confident decisions . When people are unaware of their knowledge, externally enforced decisions can be made rapidly with little decline in quality; but if given ample time, they await a metacognitive process to complete. The dissociation validates no-loss gambling as a measure of conscious awareness. (shrink)

David Rosenthal's higher-order thought theory is one of the most widely argued for of the higher-order accounts of consciousness. I argue that Rosenthal vacillates between two models of the HOT theory. First, I argue that these models employ different concepts of 'state consciousness'; the two concepts each refer to mental state tokens, but in virtue of different properties. In one model, the concept of 'state consciousness' is more consistent with how the term is typically used, both by philosophers and scientists, (...) and in commonsense usage. This model, however, also has its problems. In the second part of the paper, I develop a modified version of Rosenthal's transitivity principle, thereby avoiding some complications that stem from the original transitivity principle. I suggest that Rosenthal occasionally employs this modified model himself, and that the inconsistency identified in the first section of this paper might really reflect Rosenthal's vacillation between these two versions of the transitivity principle. I offer one explanation for how this equivocation may have occurred. These two versions would result if articulations of the transitivity principle employed the term 'mental state' inconsistently, to refer on some occasions merely to mental state types, and on others, to tokened mental states. I conclude by arguing, contrary to Rosenthal and others, that the theory is not incompatible with view that conscious states are uniquely casual efficacious. (shrink)

Currently, one of the most influential theories of consciousness is Rosenthal's version of higher-order-thought (HOT). We argue that the HOT theory allows for two distinct interpretations: a one-component and a two-component view. We further argue that the two-component view is more consistent with his effort to promote HOT as an explanatory theory suitable for application to the empirical sciences. Unfortunately, the two-component view seems incapable of handling a group of counterexamples that we refer to as cases of radical confabulation. We (...) begin by introducing the HOT theory and by indicating why we believe it is open to distinct interpretations. We then proceed to show that it is incapable of handling cases of radical confabulation. Finally, in the course of considering various possible responses to our position, we show that adoption of a disjunctive strategy, one that would countenance both one-component and two-component versions, would fail to provide any empirical or explanatory advantage. (shrink)

Some proponents of the higher-order thought theory of consciousness defend the view that higher-order misrepresentation is possible. In support of this view they have proposed various pieces of empirical evidence. This paper examines one such piece of proposed empirical evidence; Change blindness. CB occurs when a subject fails to detect salient changes in visual scenes. I propose an alternative interpretation of the CB phenomenon on which misrepresentation does not occur. Finally, I examine three lines of reply that might be pursued (...) to defend the claim that CB is evidence of misrepresentation against my interpretation. I conclude that none of the lines of reply succeed in preserving CB as evidence of misrepresentation. The upshot is that, pending further evidence, CB cannot be deployed as empirical evidence in the debate on misrepresentation. (shrink)

According to higher order theories of consciousness, a mental state is conscious when there is a HO state about it. However, some HO states do not seem to be about other existing mental states. It is possible to resolve this problem since targetless HO states resemble HO states that misrepresent but the assumption that HO states always target other existing mental states is at odds with the theory since HO states are not only necessary but also sufficient for phenomenal consciousness (...) according to the theory. Given the sufficiency of the HO states for consciousness, there is a need to understand the emergence of HO states as a non-random phenomenon to avoid the difficulties caused by targetless HO states. I suggest it is possible to develop such an understanding by thinking of HO states as predictive states in accordance with the predictive processing theory of the mind. (shrink)

According to the Phenomenal Unity Thesis (“PUT”) – most prominently defended by Tim Bayne and David Chalmers – necessarily, any set of phenomenal states of a subject at a time is phenomenally unified. The standard formulation of this thesis is unacceptably vague because it does not specify what it is to be a subject. In this paper, I first consider possible meanings for ‘subject’ as used in PUT and argue that every plausible candidate definition renders the thesis trivially true. I (...) consider and reject Tim Bayne’s proposal that ‘subject’ means ‘human being’. Then I argue, contra Bayne and Chalmers, that PUT is not incompatible with any major theory of consciousness, and contra Michael Tye, that split-brain patients do not provide evidence against PUT. I close by considering some nontrivial alternatives to PUT. (shrink)

The higher order approach to consciousness attempts to build a theory of consciousness from the insight that a conscious state is one that the subject is conscious of. There is a well-known objection1 to the higher order approach, a version of which is fatal. Proponents of the higher order approach have realized that the objection is significant. They have dealt with it via what David Rosenthal calls a “retreat” (2005b, p. 179) but that retreat fails to solve the problem.

According to David Rosenthal’s higher-order thought (HOT) theory of consciousness, a mental state is conscious just in case one is aware of being in that state via a suitable HOT. Jesse Mulder (2016) recently objects: though HOT theory holds that conscious states are states that it seems to one that one is in, the view seems unable to explain how HOTs engender such seemings. I clarify here how HOT theory can adequately explain the relevant mental appearances, illustrating the explanatory power (...) of HOT theory. (shrink)

According to Rosenthal's higher-order thought (HOT) theory of consciousness, one is in a conscious mental state if and only if one is aware of oneself as being in that state via a suitable HOT. Several critics have argued that the possibility of so-called targetless HOTs?that is, HOTs that represent one as being in a state that does not exist?undermines the theory. Recently, Wilberg (2010) has argued that HOT theory can offer a straightforward account of such cases: since consciousness is a (...) property of mental state tokens, and since there are no states to exhibit consciousness, one is not in conscious states in virtue of targetless HOTs. In this paper, I argue that Wilberg's account is problematic and that Rosenthal's version of HOT theory, according to which a suitable HOT is both necessary and sufficient for consciousness, is to be preferred to Wilberg's account. I then argue that Rosenthal's account can comfortably accommodate targetless HOTs because consciousness is best understood as a property of individuals, not a property of states. (shrink)

rentano’s theory of inner perception, evidence and truth upsets some widespread assumptions in contemporary philosophy. It rests on an unusual notion of inner perception and on a nominal theory of judgement; it attributes a central role to evidence in epistemology and treats mental states as being intrinsically true. The present contribution aims first at presenting and elucidating some of Brentano’s views on these matters. In some crucial points Brentano’s position will be modified and hopefully en- hanced in a way that (...) is compatible with the overall picture.1 Considerable space will be devoted to the examination of some of the most important objections that have been or might be raised against the position presented on Brentano’s behalf. If by far not invulnerable, the position un- der scrutiny should hopefully appear more challenging than what it is often taken to be. (shrink)

The debate between relationalism and representationalism in the philosophy of perception seems to have come to a standstill where opponents radically disagree on methodological principles or fundamental assumptions. According to Fish (this volume) this is because, not unlike Kuhnian scientific paradigms, the debate displays some elements of incommensurability. This diagnosis makes advancing the debate impossible. I argue that what is hindering progress is not a clash of research programmes, but a series of misunderstandings that can be avoided by disentangling the (...) different questions each theory is invested in and by making explicit the hidden assumptions at play in the debate. One such central assumption is what I call the Superficiality Constraint. This is the idea that the phenomenal character of experience is superficial with respect to introspection. I argue that we can make progress in the debate by assessing to what extent and at what cost relationalism can accommodate this constraint. (shrink)

In summaries of “best practices” for pedagogy, one typically encounters enthusiastic advocacy for metacognition. Some researchers assert that the body of evidence supplied by decades of education studies indicates a clear pedagogical imperative: that if one wants their students to learn well, one must implement teaching practices that cultivate students’ metacognitive skills. -/- In this dissertation, I counter that education research does not impose such a mandate upon instructors. We lack sufficient and reliable evidence from studies that use the appropriate (...) research design to validate the efficacy of metacognitive skill-building interventions (not just evaluate their relationship to learning outcomes). I argue that improved academic outcomes following these interventions aren’t necessarily mediated by increased metacognitive skills; rather, enhanced student performance can be accounted for by other factors that accompany metacognitive training, particularly the explicit provision of domain-specific knowledge. -/- On the way to this conclusion, I elaborate some complications and controversies surrounding “metacognition.” This is a sprawling and nebulous construct, which makes generalizations about its pedagogical value dubious from the outset. Moreover, it is unclear the extent to which the end goal of metacognitive skill-building (cognitive self-mastery, involving knowledge of and control over our own minds) is even possible, given our mental architecture; some cognitive scientists allege that we are subject to phenomenological illusions which make this seem more achievable than it actually is. -/- I also attempt to provide an account of how metacognitive skill-building could receive glowing endorsements from educators and education researchers, even though its conceptual and empirical underpinnings are flimsy. The error theory I offer identifies two major factors that may foster belief in the efficacy of metacognitive training: goalpost-shifting around the objective of such efforts, and motivated reasoning in defense of the desirable conclusion that educators can significantly reshape students’ minds and unlock their intellectual potential through simple pedagogical interventions. (shrink)

The question is whether Urmson's account depicts Austin's method needs a qualified answer. Roughly, the answer is that what it presents is not Austin's method because it is not the whole of Austin's method. Urmson confines his attention to aspects of the inner structure of the method and leaves out the question of its motivation and possible aims.