The epistemic significance of perceptual learning

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Abstract
First impressions suggest the following contrast between perception and memory: perception generates new beliefs and reasons, justification, or evidence for those beliefs; memory preserves old beliefs and reasons, justification, or evidence for those beliefs. In this paper, I argue that reflection on perceptual learning gives us reason to adopt an alternative picture on which perception plays both generative and preservative epistemic roles.
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2018
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CHUTES-3
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First archival date: 2016-11-25
Latest version: 2 (2019-05-16)
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2016-11-25

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