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  1. Minds, Brains and Programs: An Information-theoretic Approach.Reza Maleeh - 2015 - Mind and Matter 13 (1):71-103.
    Adopting the notion of “pragmatic information” as interpreted by Roederer and granted that understanding arises from genuine information processing, I show that Searle’s “Chinese Room Argument” in rejecting the thesis of Strong Artificial Intelligence and his responses to critics are sound and acceptable. The paper is a safe and secure translation of Searle’s argument into a language of information. According to the notion of information that I adopt, information and information processing are exclusive attributes of biological and artificial systems. However, (...)
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  • Searle's demon and the brain simulator.Steven F. Savitt - 1982 - Behavioral and Brain Sciences 5 (2):342-343.
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  • The chinese room argument.David Cole - 2008 - Stanford Encyclopedia of Philosophy.
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  • The logic of Searle’s Chinese room argument.Robert I. Damper - 2006 - Minds and Machines 16 (2):163-183.
    John Searle’s Chinese room argument is a celebrated thought experiment designed to refute the hypothesis, popular among artificial intelligence scientists and philosophers of mind, that “the appropriately programmed computer really is a mind”. Since its publication in 1980, the CRA has evoked an enormous amount of debate about its implications for machine intelligence, the functionalist philosophy of mind, theories of consciousness, etc. Although the general consensus among commentators is that the CRA is flawed, and not withstanding the popularity of the (...)
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  • The Chinese room revisited.J. R. Searle - 1982 - Behavioral and Brain Sciences 5 (2):345-348.
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  • The right stuff.J. Christopher Maloney - 1987 - Synthese 70 (March):349-72.
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  • Minds, brains, programs, and persons.Drew McDermott - 1982 - Behavioral and Brain Sciences 5 (2):339-341.
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  • Searle's straw men.Yorick Wilks - 1982 - Behavioral and Brain Sciences 5 (2):344-345.
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  • Minds, pains, and performance.Howard Rachlin - 1982 - Behavioral and Brain Sciences 5 (2):341-341.
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  • Understanding and integration.Jerry Samet - 1982 - Behavioral and Brain Sciences 5 (2):341-342.
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  • Rule following and rule reduction.William E. Smythe - 1982 - Behavioral and Brain Sciences 5 (2):343-344.
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  • Stimulating understanding: Making the example fit the question.Thomas Edelson - 1982 - Behavioral and Brain Sciences 5 (2):338-339.
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