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  1. Psychosemantics: The Problem of Meaning in the Philosophy of Mind.Dan Lloyd - 1991 - Philosophical Review 100 (2):289.
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  • Neither Fish nor Fowl: Implicit Attitudes as Patchy Endorsements.Neil Levy - 2014 - Noûs 49 (4):800-823.
    Implicit attitudes are mental states that appear sometimes to cause agents to act in ways that conflict with their considered beliefs. Implicit attitudes are usually held to be mere associations between representations. Recently, however, some philosophers have suggested that they are, or are very like, ordinary beliefs: they are apt to feature in properly inferential processing. This claim is important, in part because there is good reason to think that the vocabulary in which we make moral assessments of ourselves and (...)
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  • When a good fit can be bad.M. A. Pitt & I. J. Myung - 2002 - Trends in Cognitive Sciences 6 (10):421-425.
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  • Animal minds and the possession of concepts.Albert Newen & Andreas Bartels - 2007 - Philosophical Psychology 20 (3):283 – 308.
    In the recent literature on concepts, two extreme positions concerning animal minds are predominant: the one that animals possess neither concepts nor beliefs, and the one that some animals possess concepts as well as beliefs. A characteristic feature of this controversy is the lack of consensus on the criteria for possessing a concept or having a belief. Addressing this deficit, we propose a new theory of concepts which takes recent case studies of complex animal behavior into account. The main aim (...)
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  • Real patterns.Daniel C. Dennett - 1991 - Journal of Philosophy 88 (1):27-51.
    Are there really beliefs? Or are we learning (from neuroscience and psychology, presumably) that, strictly speaking, beliefs are figments of our imagination, items in a superceded ontology? Philosophers generally regard such ontological questions as admitting just two possible answers: either beliefs exist or they don't. There is no such state as quasi-existence; there are no stable doctrines of semi-realism. Beliefs must either be vindicated along with the viruses or banished along with the banshees. A bracing conviction prevails, then, to the (...)
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  • A model of the hierarchy of behaviour, cognition, and consciousness.Frederick Toates - 2006 - Consciousness and Cognition 15 (1):75-118.
    Processes comparable in important respects to those underlying human conscious and non-conscious processing can be identified in a range of species and it is argued that these reflect evolutionary precursors of the human processes. A distinction is drawn between two types of processing: stimulus-based and higher-order. For ‘higher-order,’ in humans the operations of processing are themselves associated with conscious awareness. Conscious awareness sets the context for stimulus-based processing and its end-point is accessible to conscious awareness. However, the mechanics of the (...)
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  • (1 other version)A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept.Anthony G. Greenwald, Mahzarin R. Banaji, Laurie A. Rudman, Shelly D. Farnham, Brian A. Nosek & Deborah S. Mellott - 2002 - Psychological Review 109 (1):3-25.
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  • Implicit attitudes and implicit prejudices.René Baston & Gottfried Vosgerau - 2016 - Philosophical Psychology 29 (6):889-903.
    In social psychology, the concept of implicit attitudes has given rise to ongoing discussions that are rather philosophical. The aim of this paper is to discuss the status of implicit prejudices from a philosophical point of view. Since implicit prejudices are a special case of implicit attitudes, the discussion will be framed by a short discussion of the most central aspects concerning implicit attitudes and indirect measures. In particular, the ontological conclusions that are implied by different conceptions of implicit attitudes (...)
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  • Associative learning requires associations, not propositions.Frank Baeyens, Debora Vansteenwegen & Dirk Hermans - 2009 - Behavioral and Brain Sciences 32 (2):198-199.
    We discuss findings on evaluative conditioning (EC) that are problematic for the account of learning, namely, dissociations between conscious beliefs and acquired (dis)liking. We next argue that, both for EC and for Pavlovian learning in general, conditioned responding cannot rationally be inferred from propositional knowledge type and that, therefore, performance cannot be explained.
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