Here are four examples of “seeing.” You see that something green is wriggling. You see that an iguana is in distress. You see that someone is wrongfully harming an iguana. You see that torturing animals is wrong. The first is an example of low-level perception. You visually represent color and motion. The second is an example of high-level perception. You visually represent kind properties and mental properties. The third is an example of moral perception. You (...) have an impression of moral properties. The fourth is an example of intuition. You intellectually grasp a general moral truth. Should moral perceptions be thought of as high-level perceptions or as intuitions? Most proponents of moral perception have thought of them as high-level perceptions. I give epistemological and methodological reasons for thinking that at least some are examples of what I call low-level intuitions—experiences in which we both apprehend abstract generalities and apply them to concrete particulars. (shrink)

Whether perceptual experience represents high-level properties like causation and natural-kind in virtue of its phenomenology is an open question in philosophy of mind. While the question of high-level properties has sparked disagreement, there is widespread agreement that the sensory phenomenology of perceptual experience presents us with low-level properties like shape and color. This paper argues that the relationship between the sensory character of experience and the low-level properties represented therein is more complex than most assume. Careful (...) consideration of mundane examples, like looking at a coin from an oblique angle, show that the low-level properties represented in experience do not necessarily figure in the sensory character of the experience. Furthermore, the sensible properties invoked when characterizing the sensory character of a perceptual experience are not necessarily included in the sensible properties represented in a perceptual experience. On this basis it is argued that perceptual experience has a disunified metaphysics, consisting in distinct sensory and cognitive components. The account is developed in relation to existing unified and disunified accounts, and discussed in terms of its implications for cognitive penetration, the reliability of introspection, the transparency of experience, and cognitive phenomenology. (shrink)

Experiments are presented showing that visual search for Mueller-Lyer (ML) stimuli is based on complete configurations, rather than component segments. Segments easily detected in isolation were difficult to detect when embedded in a configuration, indicating preemption by low-level groups. This preemption—which caused stimulus components to become inaccessible to rapid search—was an all-or-nothing effect, and so could serve as a powerful test of grouping. It is shown that these effects are unlikely to be due to blurring by simple spatial filters (...) at early visual levels. It is proposed instead that they are due to more sophisticated processes that rapidly bind contour fragments into spatially-extended assemblies. These results support the view that rapid visual search cannot access the primitives formed at the earliest stages of visual processing; rather, it can access only higher-level, more ecologically-relevant structures. (shrink)

Light increment thresholds were measured on either side of one of the illusory contours of a white-on-black Kanizsa square and on the illusory contour itself. The data show that thresholds are elevated when measured on either side of the illusory border. These elevations diminish with increasing distance of the target spot from the white elements which induce the illusory figure. The most striking result, however, is that threshold elevations are considerably lower or even absent when the target is located on (...) the illusory contour itself. At an equivalent position in a control figure where no illusory contour is visible, such a threshold decrease does not occur. The present observations add empirical support to neural theories of illusory form perception. (shrink)

There are good, even if inconclusive, reasons to think that cognitive penetration of perception occurs: that cognitive states like belief causally affect, in a relatively direct way, the contents of perceptual experience. The supposed importance of – indeed as it is suggested here, what is definitive of – this possible phenomenon is that it would result in important epistemic and scientific consequences. One interesting and intuitive consequence entirely unremarked in the extant literature concerns the perception of art. Intuition (...) has it that knowledge about art changes how one aesthetically evaluates artworks. A profound explanation of this intuitive fact is that perceptual experiences vary with artistic expertise. Cognitive penetration provides an explanatory mechanism for this latter effect. What one knows or otherwise thinks about art may affect, in one of two ways sketched below, how one perceives art. Differences in aesthetic evaluation may follow, either because high-level aesthetic properties can be perceptually represented or because they causally depend on low-level perceptible properties. All of this lends credence to the hypothesis that the expert better judges art because she better perceives art. And she better perceives art because she better knows art. (shrink)

One of Brian Loar’s most central contributions to contemporary philosophy of mind is the notion of phenomenal intentionality: a kind of intentional directedness fully grounded in phenomenal character. Proponents of phenomenal intentionality typically also endorse the idea of cognitive phenomenology: a sui generis phenomenal character of cognitive states such as thoughts and judgments that grounds these states’ intentional directedness. This combination creates a challenge, though: namely, how to account for the manifest phenomenological difference between perception and cognition. In this (...) paper, I argue that there is in fact no obvious account of this difference. I consider three main approaches: in terms of high-level vs. low-level contents, of conceptual vs. nonconceptual content, and of propositional vs. objectual content. After arguing against each, I conclude by considering the phenomenal-intentionalist’s options moving forward. (shrink)

Whether we perceive high-level properties is presently a source of controversy. A promising test case for whether we do is aesthetic perception. Aesthetic properties are distinct from low-level properties, like shape and colour. Moreover, some of them, e.g. being serene and being handsome, are properties we appear to perceive. Aesthetic perception also shares a similarity with gestalt effects, e.g. seeing-as, in that aesthetic properties, like gestalt phenomena, appear to ‘emerge’ from low-level properties. Gestalts effects, of (...) course, are widely observed, which raises the question: do gestalt effects make it plausible that we perceive high-level aesthetic properties? Contra Stokes, this paper argues that they don’t. This is interesting in its own right, but it also points to a more general lesson, namely we should resist the temptation to appeal to gestalt effects to argue for high-level perception. (shrink)

Suppose you have recently gained a disposition for recognizing a high-level kind property, like the property of being a wren. Wrens might look different to you now. According to the Phenomenal Contrast Argument, such cases of perceptual learning show that the contents of perception can include high-level kind properties such as the property of being a wren. I detail an alternative explanation for the different look of the wren: a shift in one’s attentional pattern onto other low- (...) class='Hi'>level properties. Philosophers have alluded to this alternative before, but I provide a comprehensive account of the view, show how my account significantly differs from past claims, and offer a novel argument for the view. Finally, I show that my account puts us in a position to provide a new objection to the Phenomenal Contrast Argument. (shrink)

I argue that perceptual content involves representations both of aspects of objects, and of objects themselves, whether at the level of conscious perception, or of low-level perceptual processing - a double content structure. I present an 'orientational' theory of the relations of the two kinds of perceptual content, which can accommodate both the general semantic possibility of perceptual misrepresentation, and also species of it involving characteristic perceptual confusions of aspectual and intrinsic content. The resulting theoretical structure is (...) argued to be a broadly methodological or logical one, rather than a substantive theory that is open to empirical refutation. (shrink)

The field of machine perception is based on standard informational and computational approaches to perception. But naturalistic informational theories are widely regarded as being inadequate, while purely syntactic computational approaches give no account of perceptual content. Thus there is a significant need for a novel, purely naturalistic perceptual theory not based on informational or computational concepts, which could provide a new paradigm for mechanistic perception. Now specifically evolutionary naturalistic approaches to perception have been—perhaps surprisingly—almost completely neglected (...) for this purpose. Arguably perceptual mechanisms enhance evolutionary fitness by facilitating sensorily mediated causal interactions between an organism Z and items X in its environment. A ‘reflexive’ theory of perception of this kind is outlined, according to which an organism Z perceives an item X just in case X causes a sensory organ zi of Z to cause Z to acquire a disposition toward the very same item X that caused the perception. The rest of the paper shows how an intuitively plausible account of mechanistic perception can be developed and defended in terms of the reflexive theory. Also, a compatibilist option is provided for those who wish to preserve a distinct informational concept of perception. (shrink)

In "The Epistemic Significance of Perceptual Learning," Elijah Chudnoff (this issue) argues that cases from perceptual learning show that perception not only generates reasons for beliefs but also preserves those reasons over time in perceptual learning cases. In this paper, we dispute the idea that perceptual learning enables the preservation of perceptual reasons. We then argue for an alternative view, viz. the view that perceptual learning is epistemically significant insofar as it modifies our perceptual system in such a way (...) as to make us capable of perceiving subtle low-level properties (e.g. lightness) and high-level properties (e.g. chess configurations). Acquiring the capacity to perceive these properties is what enables us to achieve expertise in a variety of subject matters (e.g. chicken sexing, chess playing, language fluency). Along the way, we argue against two main points in Chudnoff’s paper. The first is that, pace Chudnoff, perceptual learning does not result in the acquisition of new facts. It only results in the acquisition of a new perceptual capacity. The second is that experiences resulting from perceptual learning can always serve as immediate justifiers of beliefs and hence do not need supporting background information in order to serve as reasons. (shrink)

In this paper, I discuss the use of after-effects as a criterion for showing that we can perceive high-level properties. According to this criterion, if a high-level property is susceptible to after-effects, this suggests that the property can be perceived, rather than cognized. The defenders of the criterion claim that, since after-effects are also present for low-level, uncontroversially perceptual properties, we can safely infer that high-level after-effects are perceptual as well. The critics of the criterion, on (...) the other hand, assimilate it to superficially similar effects in cognition and argue that the after-effect criterion is a cognitive phenomenon rather than a perceptual one, and that as a result it is not a reliable guide for exploring the contents of perception. I argue against both of these views and show that high-level after-effects cannot be identified either with low-level after-effects or with cognitive biases. I suggest an intermediate position: high-level after-effects are not cognitive, but they are nonetheless not a good criterion for exploring the contents of perception. (shrink)

Spelke convincingly argues that we should posit six innate modular systems beyond the periphery (i.e., beyond low-level perception and motor control). I focus on the case of spatial navigation (Ch. 3) to claim that there remain powerful considerations in favor of positing additional innate, nonperipheral modules. This opens the door to stronger forms of nativism and nonperipheral modularism than Spelke's.

Both common sense and dominant traditions in art criticism and philosophical aesthetics have it that aesthetic features or properties are perceived. However, there is a cast of reasons to be sceptical of the thesis. This paper defends the thesis—that aesthetic properties are sometimes represented in perceptual experience—against one of those sceptical opponents. That opponent maintains that perception represents only low-level properties, and since all theorists agree that aesthetic properties are not low-level properties, perception does not represent (...) aesthetic properties. I offer a novel argument—what I call the argument from seeing-as—against that sceptic which moves from consideration of ambiguous figures to consideration of visual art. It concludes that aesthetic properties are sometimes perceived and delivers a general lesson for philosophy of perception. Contrary to extant theories of rich perceptual content, aesthetic properties are far better candidates for high-level perceptual contents than standardly theorized rich contents like natural kinds. (shrink)

This book argues that there is a joint in nature between seeing and thinking, perception, and cognition. Perception is constitutively iconic, nonconceptual, and nonpropositional, whereas cognition does not have these properties constitutively. The book does not appeal to “intuitions,” as is common in philosophy, but to empirical evidence, including experiments in neuroscience and psychology. The book argues that cognition affects perception, i.e., that perception is cognitively penetrable, but that this does not impugn the joint in nature. (...) A key part of the argument is that we perceive not only low-level properties like colors, shapes, and textures but also high-level properties such as faces and causation. Along the way, the book explains the difference between perception and perceptual memory, the differences between format and content, and whether perception is probabilistic despite our lack of awareness of probabilistic properties. The book argues for perceptual categories that are not concepts, that perception need not be singular, that perceptual attribution and perceptual discrimination are equally fundamental, and that basic features of the mind known as “core cognition” are not a third category in between perception and cognition. The chapter on consciousness leverages these results to argue against some of the most widely accepted theories of consciousness. Although only one chapter is about consciousness, much of the rest of the book repurposes work on consciousness to isolate the scientific basis of perception. (shrink)

Knill, Kersten, & Mamassian (Chapter 6) provide an interesting discussion of how the Bayesian formulation can be used to help investigate human vision. In their view, computational theories can be based on an ideal observer that uses Bayesian inference to make optimal use of available information. Four factors are important here: the image information used, the output structures estimated, the priors assumed (i.e., knowledge about the structure of the world), and the likelihood function used (i.e., knowledge about the projection of (...) the world onto the sensors). Knill & Kersten argue that such a framework not only helps analyze a perceptual task, but can also help investigators to define it. Two examples are provided (the interpretation of surface contour and the perception of moving shadows) to show how this approach can be used in practice. As the authors admit, most (if not all) perceptual processes are ill-suited to a "strong" Bayesian approach based on a single consistent model of the world. Instead, they argue for a "weak" variant that assumes Bayesian inference to be carried out in modules of more limited scope. But how weak is "weak"? Are such approaches suitable for only a few relatively low-level tasks, or can they be applied more generally? Could a weak Bayesian approach, for example, explain how we would recognize the return of Elvis Presley? The formal modelling of human perception To help get a fix on things, it is useful to examine the fate of an earlier attempt to formalize human perception: the application of information theory. It was once hoped that this theory—a close cousin of the Bayesian formulation—would provide a way to uncover information-handling laws that were largely independent of physical implementation. In this approach, the human nervous system was assumed to have.. (shrink)

Four experiments investigated the extent to which abstract quantitative information can be conveyed by basic visual features. This was done by asking observers to estimate and discriminate Pearson correlation in graphical representations where the first data dimension of each element was encoded by its horizontal position, and the second by the value of one of its visual features; perceiving correlation then requires combining the information in the two encodings via a common abstract representation. Four visual features were examined: luminance, color, (...) orientation, and size. All were able to support the perception of correlation. Indeed, despite the strikingly different appearances of the associated stimuli, all gave rise to performance that was much the same: just noticeable difference was a linear function of distance from complete correlation, and estimated correlation a logarithmic function of this distance. Performance differed only in regards to the level of noise in the feature, with these values compatible with estimates of channel capacity encountered in classic experiments on absolute perceptual magnitudes. These results suggest that quantitative information can be conveyed by visual features that are abstracted at relatively low levels of visual processing, with little representation of the original sensory property. It is proposed that this is achieved via an abstract parameter space in which the values in each perceptual dimension are normalized to have the same means and variances, with perceived correlation based on the shape of the joint probability density function of the resultant elements. (shrink)

Largely aided by the neurological discovery of so-called “ mirror neurons,” the attention to motor activity during action observation has exploded over the last two decades. The idea that we internally “ mirror ” the actions of others has led to a new strand of implicit simulation theories of action understanding[1][2]. The basic idea of this sort of simulation theory is that we, via an automatic covert activation of our own action representations, can understand the action and possibly the goal (...) and/or intentions of the observed agent. In this way motor “simulation” is seen as the basis for low-level “mind-reading”; i.e. for the ascription of goals and intentional mental states to others. The thought is that one, through mirroring simulations, can get beyond the observable behaviour to the hidden minds of others. I am questioning the idea of an exclusively “mirroring” role of the motor system in social perception, which is tacitly assumed in this sort of simulation theories. Is motor activity during action observation really primarily a simulation, a detailed “echo” of the others action? My point is not that we never simulate what we observe, but rather to question whether such processes are representative of the overall motor contribution to social cognition. More and more studies on the functional properties of mirror neurons and motor facilitation during perception points to a more complex role of the motor system in action perception. Recently, several proposals have been made attempting to reinterpret and critique the function of motor activity in social situations. I shall here briefly touch on a few of these and sketch parts of my own alternative “social affordance” hypothesis of the sensorimotor contribution to social perception. By way of these analyses I highlight how traditional discussions are marred by problematic theoretical assumptions. It seems to me that we need a thorough reinterpretation not just of mirror neurons and mirroring, but also of what we take motor and social cognition to be. In my view the details of the sensorimotor findings underline the need to move beyond the simplistic idea of the motor system as a unitary output system. In terms of social cognition I question the traditional focus on hidden mental states. I suggest that the motor contribution might have more to do with understanding the process of how others choose their actions, navigate the world and relate to others than with simulating specific actual actions or mental states. I conclude that low-level simulation theories, which see the motor role in social perception as passive “mirroring,” are faced with serious empirical challenges, and that the motor system serve a much more proactive and complex cognitive role in social perception and interaction than previously thought. But my claim is also that many empirical tensions have slipped out of focus due to entrenched theoretical assumptions. Narrow theoretical expectations have marked not only the interpretations but the research itself and I propose that we are in dire need of more studies of actual contextual and interactive social perception. (shrink)

The aim of this chapter is to shed new light on the question of what newly sighted subjects are capable of seeing on the basis of previous experience with mind- independent, external objects and their properties through touch alone. This question is also known as "Molyneux’s question." Much of the empirically driven debate surrounding this question has been centered on the nature of the representational content of the subjects' visual experiences. It has generally been assumed that the meaning of "seeing" (...) deployed in these disputes is more or less clear and unproblematic, and therefore requires no analysis or clarification. In this chapter, we wish to challenge this assumption. We argue that getting clear on the meaning of "seeing" is the only feasible way to determine whether the empirical attempts to answer Molyneux’s question accurately capture what newly sighted subjects are in fact capable of seeing. Specifically, we show that the dominant interpretations of the empirical results from a recent study (Held et al., 2011) fail to take into account that seeing can be not only purely visual but also epistemic in that it requires background knowledge (such as what an object with a particular viewpoint-independent shape looks like from a particular perspective). (shrink)

What is the correct procedure for determining the contents of perception? Philosophers tackling this question increasingly rely on empirically-oriented procedures in order to reach an answer. I argue that this constitutes an improvement over the armchair methodology constitutive of phenomenal contrast cases, but that there is a crucial respect in which current empirical procedures remain limited: they are unimodal in nature, wrongly treating the senses as isolatable faculties. I thus have two aims: first, to motivate a reorientation of the (...) admissible contents debate into a multimodal framework, charting its various significances. The second is to explore whether any experimental studies of multimodal perception support a so-called Liberal (or ‘high-level’ or ‘rich’) account of perception’s admissible contents. I conclude that the McGurk effect and the ventriloquist effect are both explicable without the postulation of high-level content, but that at least one multimodal experimental paradigm may necessitate such content: the rubber hand illusion. One upshot of this argument is that Conservatives who claim that the Liberal view intolerably broadens the scope of perceptual illusions, particularly from the perspective of perceptual psychology, should pursue other arguments against that view. (shrink)

Philosophers and psychologists alike have argued recently that relatively abstract beliefs or cognitive categories like those regarding race can influence the perceptual experience of relatively low-level visual features like color or lightness. Some of the proposed best empirical evidence for this claim comes from a series of experiments in which White faces were consistently judged as lighter than equiluminant Black faces, even for racially ambiguous faces that were labeled ‘White’ as opposed to ‘Black’ (Levin and Banaji 2006). The latter (...) result is considered especially indicative of cognitive penetration, based on the reasoning that the relevant distortions were a function of lexical labeling, and hence the effect must have been mediated by categorization at the cognitive level. I argue that this reasoning is flawed, and that the assumptions on which it relies are questionable on both empirical and theoretical grounds. I propose an alternative, low-level explanation of the phenomena, which I argue is empirically more plausible and abductively preferable to the cognitive-penetration account. The upshot is that cognitively impenetrable perceptual systems may be psychologically more plastic and hence philosophically more significant than is nowadays commonly assumed. (shrink)

Recently, several theorists have proposed that we can perceive a range of high-level features, including natural kind features (e.g., being a lemur), artifactual features (e.g., being a mandolin), and the emotional features of others (e.g., being surprised). I clarify the claim that we perceive high-level features and suggest one overlooked reason this claim matters: it would dramatically expand the range of actions perception-based theories of action might explain. I then describe the influential phenomenal contrast method of arguing (...) for high-level perception and discuss some of the objections that have been raised against this strategy. Finally, I describe two emerging defenses of high-level perception, one of which appeals to a certain class of perceptual deficits and one of which appeals to adaptation effects. I sketch a challenge for the latter approach. (shrink)

According to the perceptual theory of emotions, emotions are perceptions of evaluative properties. The account has recently faced a barrage of criticism recently by critics who point out varies disanalogies between emotion and paradigmatic perceptual experiences. What many theorists fail to note however, is that many of the disanalogies that have been raised to exclude emotions from being perceptual states that represent evaluative properties have also been used to exclude high-level properties from appearing in the content of perception. (...) This suggests that emotions are perceptions of high level properties and perceptual theorists can marshal the arguments used by proponents of high-level perception to defend the perceptual theory. This paper therefore defends an account of emotion as high-level perception. (shrink)

This paper starts by distinguishing three views about the phenomenal character of perceptual experience. ‘Low-level theorists’ argue that perceptual experience is reducible to the experience of low-level properties, ‘high-level theorists’ argue that we have perceptual experiences of high-level properties, while ‘disunified view theorists’ argue that perceptual seemings can present high-level properties. The paper explores how cognitive states can penetrate perceptual experience and provides an interpretation of cognitive penetration that offers some support for the high-level (...) view. (shrink)

Learner autonomy has gained particular attention in Vietnamese higher education since a major education reform launched in 2005. Although a number of studies have been conducted to investigate the concept in the Vietnamese higher education context, most of them have focused on exploring teachers’ and students’ perceptions and beliefs around the concept of autonomy (T. V. Nguyen, 2011; Dang, 2012; Humphreys & Wyatt, 2013; T. N. Nguyen, 2014), and on the possibility of promoting it in Vietnamese universities (Trinh, 2005; L. (...) T. C. Nguyen, 2009; Q. X. Le, 2013; Phan, 2015). There appear to be no studies on the demonstration of learner autonomy and the potential factors, including factors relating to assessment practice, that support or inhibit its demonstration in the Vietnamese higher education context. Building on a social constructivist paradigm and sociocultural theories of learning, this qualitative case study aims to investigate the demonstration of learner autonomy in the context of assessment in English as a foreign language (EFL) classes in a university in Vietnam, and the (potential) factors in assessment that facilitate or constrain the demonstration of learner autonomy in that context. The data were collected through participant observation of teachers’ and students’ practices in three EFL classes at the university during a complete semester, one-on-one semi-structured interviews with three teachers and sixteen students, and post-observation interviews with the three teachers and their students. Additional data which characterised the context of the study were gathered and included documents at the researched university relating to higher education policies, assessment policies, English teaching and learning policies, EFL curriculum and syllabus, test samples, and English teaching textbooks. The study found that students generally demonstrated a low level of autonomy in the classroom despite their positive attitude towards the concept and their awareness of its role in English learning. Primary contributing factors included negative washback of current assessment systems on teaching and learning practices, prescribed assessment practices in the class, teachers’ and learners’ limited and divergent understanding about the concept of learner autonomy, and their limited understanding about the role of assessment in learning in general and in learner autonomy promotion and development in particular. The study also found that students who stated that English was relevant to their personal needs were generally more autonomous outside of the classroom than inside it. Findings from this study support the view that learner autonomy reflects the relationship between learners and the learning environment, and is an emergent product of the interaction between learners and contextual factors including their teacher, their peers, the learning task, class rules and values, and university values and regulations. The study’s findings are significant, as they highlight the social dimension of learner autonomy and the importance of facilitating favourable conditions for teachers to provide learner autonomy and for learners to manifest it. The study also highlights the need to reconsider assessment practices to promote learner autonomy. (shrink)

Subjective perception of sleep is not necessarily consistent with electroencephalography (EEG) indications of sleep. The mismatch between subjective reports and objective measures is often referred to as “sleep state misperception.” Previous studies evince that this mismatch is found in both patients with insomnia and in normal sleepers, but the neurophysiological mechanism remains unclear. The aim of the study is to explore the neurophysiological basis of this mechanism, from the perspective of both EEG power and functional magnetic resonance imaging (fMRI) (...) fluctuations. Thirty-six healthy young adults participated in the study. Simultaneous EEG and fMRI recordings were conducted while the participants were trying to fall asleep in an MRI scanner at approximately 9:00 pm. They were awakened after achieving stable N1 or N2 sleep, or after 90 min without falling into stable sleep. Next they were asked to recall their conscious experiences from the moment immediately prior to awakening. Sixty-one instances of scheduled awakenings were collected: 21 of these after having achieved stable stage N2 sleep; 12, during stage N1 sleep; and, 20 during the waking state. Relative to those awakenings without subjective–objective discrepancy (n = 27), these awakenings with discrepancy (n = 14) were associated with lower θ power, as well as higher α, β, and γ power. Moreover, we found that participants who exhibited the discrepancy, compared with those who did not, evinced a higher amplitude of low-frequency fluctuation levels in the prefrontal cortex. These results lend support to the conjecture that the subjective–objective discrepancy is associated with central nervous system hyperarousal. (shrink)

Researchers often lack the necessary data to credibly estimate racial discrimination in policing. In particular, police administrative records lack information on civilians police observe but do not investigate. In this article, we show that if police racially discriminate when choosing whom to investigate, analyses using administrative records to estimate racial discrimination in police behavior are statistically biased, and many quantities of interest are unidentified—even among investigated individuals—absent strong and untestable assumptions. Using principal stratification in a causal mediation framework, we derive (...) the exact form of the statistical bias that results from traditional estimation. We develop a bias-correction procedure and nonparametric sharp bounds for race effects, replicate published findings, and show the traditional estimator can severely underestimate levels of racially biased policing or mask discrimination entirely. We conclude by outlining a general and feasible design for future studies that is robust to this inferential snare. (shrink)

In the paper, I pose the question of how, on artistic, aesthetic, and philosophical levels, decoration and domestic handicrafts as subversive strategies enable the undermining and breakdown of class-based and patriarchal divisions into high and low, objective and subjective, public and private, masculine and feminine. I explore whether handicrafts, in accordance with feminist postulates, are transgressive, transformative, and inclusive. I link handicrafts with the feminist perspective, since, in the second half of the twentieth century, it was precisely the feminist movement (...) that initiated significant changes in the social and cultural perception of women, femininity, and gender relations. Thus I apply this perspective in the first place to the analysis of selected works of contemporary art in which handicrafts is used not only as a means of artistic expression but also as a subversive aesthetic strategy. I also demonstrate how the world of fashion transforms and aesthetizes handicrafts, whose presence in fashion makes it an area in which, in addition to imperatives and aesthetic values, social attitudes, ethical values, and world views are shaped. Finally, referring to the works of selected feminist authors (Mary Field Belenky, Mary Daly, Evelyn Fox-Keller, Donna Haraway), I show how these researchers have metaphorically interpreted handicrafts as specifically feminine ways of creating and developing knowledge. (shrink)

In the late 19th century Husserl studied our internal sense of time passing, maintaining that its deep connections into experience represent prima facie evidence for it as the basis for all investigations in the sciences: Phenomenology was born. Merleau-Ponty focused on perception pointing out that any theory of experience must in accord with established aspects of biology i.e. embodied. Recent analyses suggest that theories of experience require non-reductive, integrative information, together with a specific property connecting them to experience. Here (...) we elucidate a new class of information states with just such properties found at the loci of control of complex biological systems, including nervous systems. Complexity biology concerns states satisfying self-organized criticality. Such states are located at critical instabilities, commonly observed in biological systems, and thought to maximize information diversity and processing, and hence to optimize regulation. Major results for biology follow: why organisms have unusually low entropies; and why they are not merely mechanical. Criticality states form singular self-observing systems, which reduce wave packets by processes of perfect self-observation associated with feedback gain g=1. Analysis of their information properties leads to identification of a new kind of information state with high levels of internal coherence, and feedback loops integrated into their structure. The major idea presented here is that the integrated feedback loops are responsible for our ‘sense of self’, and also the feeling of continuity in our sense of time passing. Long-range internal correlations guarantee a unique kind of non-reductive, integrative information structure enabling such states to naturally support phenomenal experience. Being founded in complexity biology, they are ‘embodied’; they also fulfill the statement that ‘The self is a process’, a singular process. High internal correlations and RenéThom-style catastrophes support non-digital forms of information, gestalt cognition, and information transfer via quantum teleportation. Criticality in complexity biology can ‘embody’ cognitive states supporting gestalts, and phenomenology’s senses of ‘self,’ time passing, existence and being. (shrink)

Choice Based Credit System (CBCS) is a modern curriculum system of higher education in India which was first introduced by the Academic and Administrative Reforms committee of University Grant Commission (UGC) in 2008 headed by Prof. A. Gnanam. It is a system that promises to bring in holistic development of an individual by providing flexible and multi-disciplinary learning experience. The CBCS provides a cafeteria type approach in which the students can take courses of their choice, learn at their own pace, (...) undergo additional courses and acquire more than the required credits, and adopt an interdisciplinary approach to learning. The courses shall be evaluated on the grading system, which is considered to be better than the conventional marks system. To make the present curriculum uniform, international standard and more developed UGC implement the Choice Based Credit System at higher education level. There are different Universities in the country that have adopted this system through modifying up to 30% of core papers’ syllabus under the proposed UGC curriculum. The major objectives of the study were to explore the nature of the present CBCS curriculum of Zoology and measure the perception level of the students on the present CBCS curriculum of Zoology of Vidyasagar University. The major Findings of the study were suggested that the Vidyasagar University followed the UGC recommended curriculum pattern for framing the CBCS curriculum of Zoology and it has also been found that there was no significant difference in the male and female students’’ perception about CBCS curriculum of zoology at undergraduate level in Vidyasagar University. -/- . (shrink)

Consumers are increasingly able to easily access health information online about food products. However, consumers have difficulty identifying reliable health information from diverse sources along with information about the coronavirus disease (COVID-19) pandemic because the inundation of information (both true and false) overwhelm consumers. We investigated the usefulness of a checklist confirmation scheme for identifying unreliable COVID-19-related health information. Data were collected from June 30–July 1, 2021. First, we measured 700 participants’ baseline health literacy levels by having them read unreliable (...) health information about the efficacy of green tea intake in preventing COVID-19 based on the results of animal experimentation. Second, participants read an explanation with a five-step flowchart of how to identify reliable health information. Thereafter, we remeasured participants’ health literacy levels. To identify the factors hindering the effect of the confirmation scheme, a logistic regression analysis was performed to calculate odds ratios (ORs) and 95% confidence intervals (CIs). Overall, 77.9% (293/376) of those with low health literacy levels at baseline still had low literacy after the intervention. The factor that hindered the confirmation scheme’s usefulness was benefit perceptions of food ingredients (OR: 0.493; 95% CI: 0.252–0.966). Consumers with higher benefit perceptions of a target product faced more difficulties using the confirmation scheme effectively. Therefore, the most effective strategies involve filtering information at the organizational level rather than the individual level, which should help consumers correctly identify misinformation concerning food and health and promote accurate decision-making. (shrink)

Management decision-making is a daily task that managers of various levels solve in every organization. Degree of difficulty of this process depends on the scope of authority, responsibility level, manager’s position in organizational hierarchy; on the changes in the environment, unpredictability of which causes emergence of significant amounts of alternatives. For this reason, managers do not rely only on intuition or personal experience (which limited with selective perception, cognitive ability, ability to withstand stress and/or the presence of bias), (...) but use tools (methods) that have stood the test of time and practice; are based at the analysis of a significant amount of primary and secondary information; involve team-building to find the optimal option or to generate ideas. A significant amount of research papers are devoted to such methods, however, the author forms a synergetic approach which contains a detailed analysis of their correlation with the key factors of the competitiveness of enterprise, such as organizational culture and leadership. Existing decision-making practices, problems and style of management at the tourism enterprises are revealed from conducted survey (the first half of 2014) in tourism firms of Dnepropetrovsk and Zaporizhzhia regions of Ukraine, in which 729 tourism managers took part. The most popular decision-making practices in tourism branch were specified, among them are modeling and monitoring of previous results. The study proved the hypothesis of the author concerning strong connection of decision-making management and type of organizational culture. Moreover, 63% of managers were dissatisfied with low attention to organizational culture at their companies. The basis for future research and the synergetic matrix for decision-making management were worked out in the article which give preconditions for further studies and improvements in tourism management of Ukrainian enterprises. (shrink)

When dissimilar images are presented to the two eyes, binocular rivalry (BR) occurs, and perception alternates spontaneously between the images. Although neural correlates of the oscillating perception during BR have been found in multiple sites along the visual pathway, the source of BR dynamics is unclear. Psychophysical and modeling studies suggest that both low- and high-level cortical processes underlie BR dynamics. Previous neuroimaging studies have demonstrated the involvement of high-level regions by showing that frontal and parietal (...) cortices responded time locked to spontaneous perceptual alternation in BR. However, a potential contribution of early visual areas to BR dynamics has been overlooked, because these areas also responded to the physical stimulus alternation mimicking BR. In the present study, instead of focusing on activity during perceptual switches, we highlighted brain activity during suppression periods to investigate a potential link between activity in human early visual areas and BR dynamics. We used a strong interocular suppression paradigm called continuous flash suppression to suppress and fluctuate the visibility of a probe stimulus and measured retinotopic responses to the onset of the invisible probe using functional MRI. There were ∼130-fold differences in the median suppression durations across 12 subjects. The individual differences in suppression durations could be predicted by the amplitudes of the retinotopic activity in extrastriate visual areas (V3 and V4v) evoked by the invisible probe. Weaker responses were associated with longer suppression durations. These results demonstrate that retinotopic representations in early visual areas play a role in the dynamics of perceptual alternations during BR. (shrink)

Aim: This study attempted to assess the organizational resiliency in the implementation of Basic Education School Learning Continuity Plan and to design a resilient basic education school learning continuity plan. -/- Methodology: The study used mixed method which is quantitative and qualitative. The data for the quantitative part of the study were gathered through a survey with the 19 school heads and 345 teacher- respondents while the qualitative method was conducted through focus group discussion interview with 19 key informants who (...) were composed of the teachers, school heads and stakeholders. The research instrument that was used for the perceived organizational resiliency was a survey questionnaire that was validated by the experts and which the reliability was tested through Cronbach’s alpha with excellent level of internal consistency. The statistical treatment for quantitative results used mean and standard deviation to determine the perception of the respondents with regards to the organizational resiliency on the implementation of the BE-SLCP and Pearson Product Moment Correlation Coefficient, testing its significance at the 0.05 level was used in finding out the relationship between the evaluation of the basic education school learning continuity plan and school performance indicators and organizational resiliency. While content analysis was employed for the qualitative results. -/- Results: The salient findings of the study were as follows: The result showed that the rate of enrollment during pandemic is low while the drop-out rate fostered a positive rate. The school heads and teacher respondents perceived the schools’ organizational resiliency as high. Based on the feedback of the key informants the lessons learned from the implementation of Basic Education School Learning Continuity Plan are strong collaboration, consistent communication, and enhanced ICT Skills. The best practices that were observed are sustained partnership and continuous implementation of programs, projects, and activities. The challenges encountered include authenticity of assessment and low capability of learning facilitators at home. The respondent assessed the developed learning continuity plan as very highly satisfactory. -/- Conclusion: The organizational resiliency of schools is high in its performance of continuing education during pandemic. The study suggests that the schools may developed creative strategies on increasing enrolment; the school may strengthen its school-based management level to ensure that the plans and goals for continuity of education will be achieved; the school may also consider strengthening the stakeholders’ involvement and the school may consider the strategy of close coordination and constant monitoring and follow-ups with parents/guardians on the implementation of learning delivery. (shrink)

Abstract: This study was done to know that how secondary school teachers of science interprets the experiences which they gained from professional development (PD) in Karachi. And also to know the teachers’ awareness for sense making, and then professional development opportunities to bring changes in their teaching methodology by implementing the knowledge which they gained from PD. Data was collected through five secondary school science teachers of Karachi by purposive sampling technique. In-depth Semi-structured technique were used. After this, thematic analysis (...) and coding method was done. After analysis of data, three main themes were generated. The sense making theme was related to the purpose of professional development with their understanding. The teachers’ perceived experiences which they gained from PD activities was the second theme, and cultural and contextual factor that communicate professional development experiences was the third theme. The finding revealed the significant role of science teachers in professional development. It is recommended that the science teachers must be actively involved in the designing and also for the implementation of any PD related activity. (shrink)

The phenomenal character of perceptual experience involves the representation of colour, shape and motion. Does it also involve the representation of high-level categories? Is the recognition of a tomato as a tomato contained within perceptual phenomenality? Proponents of a conservative view of the reach of phenomenal content say ’No’, whereas those who take a liberal view of perceptual phenomenality say ’Yes’. I clarify the debate between conservatives and liberals, and argue in favour of the liberal view that high-level (...) content can directly inform the phenomenal character of perception. (shrink)

What distinguishes low, middle, and high art? In this article, I give an ameliorative analysis of these concepts. On what I call the Capacity View, the distinction between low, middle, and high art depends on the relation between an artwork’s perceiver (specifically her aesthetic responsive capacities) and the perceived artwork. Though the Capacity View may not align perfectly with folk usage, the view is worth our attention due to three attractive upshots. First, it explains how an artwork’s status level (...) can be elevated or lowered over time and why biases can lead to mistaken judgments about such statuses. Second, it sheds light on the idea of cultural inheritance and why certain forms of aesthetic deference may be justified. Finally, it explains how high, middle, and low art each make distinctive contributions to the good life. (shrink)

Tim Bayne and Susanna Siegel have recently offered interesting arguments in favor of the view that we can experience high-level properties like being a pine tree or being a stethoscope (Bayne 2009, Siegel 2006, 2011). We argue first that Bayne’s simpler argument fails. However, our main aim in this paper is to show that Siegel’s more sophisticated argument for her version of the high-level view can also be resisted if one adopts a view that distinguishes between perceptual experiences (...) and seemings. (shrink)

In this dissertation, I reaffirm one aspect of the traditional divide between perception and belief, by arguing that perception and belief can can be distinguished by their rational roles. Partly relying on this proposed rational difference between perception and belief, I reject a different aspect of the traditional picture, on which perception cannot represent conceptually sophisticated features. Focusing on the visual modality, I argue that visual experience can represent at least some features other than shape, color, (...) and movement. More particularly: I consider and criticize some extant arguments for high-level perception, including an argument from introspection and an argument from agnosia. I develop a new reason to think that beliefs are necessarily rationally revisable in a certain way, and I ultimately argue that in some cases, we have literal visual experiences as of others' mental states, such as their proximal intentions. (shrink)

The interventionist account of causal explanation, in the version presented by Jim Woodward, has been recently claimed capable of buttressing the widely felt—though poorly understood—hunch that high-level, relatively abstract explanations, of the sort provided by sciences like biology, psychology and economics, are in some cases explanatorily optimal. It is the aim of this paper to show that this is mistaken. Due to a lack of effective constraints on the causal variables at the heart of the interventionist causal-explanatory scheme, as (...) presently formulated it is either unable to prefer high-level explanations to low, or systematically overshoots, recommending explanations at so high of a level as to be virtually vacuous. (shrink)

Perceptual processes differ from cognitive, this paper argues, in functioning to be causally controlled by proximal stimuli, and being modular, at least in a modest sense that excludes their being isotropic in Jerry Fodor's sense. This claim agrees with such theorists as Jacob Beck and Ben Phillips that a function of stimulus-control is needed for perceptual status. In support of this necessity claim, I argue, inter alia, that E.J. Green's recent architectural account misclassifies processes deploying knowledge of grammar as perceptual. (...) _Pace_ Beck and Phillips, however, I argue a function of stimulus-control is insufficient for perceptual as opposed to cognitive status. One consideration in favour of such insufficiency, noted but (I argue) not convincingly rebutted by these theorists, concerns perpetually grounded demonstrative thought. Two other considerations trade on the fact that a function of stimulus-control can arise not from blind nature but intentional design or social institutions, where so-functioning processes may but need not be perceptual. I offer two cases where such processes are cognitive, viz. skilful play-by-play announcing of ongoing events, and voluntary visualizing of ongoing events under the guidance of apt play-by-play announcements, dubbed announcement-driven visualizing (ADV). The cognitive status of these three diverse phenomena cannot be explained by an absence of a perception-like representational format or content (for ADV has such) or by a presence of personal-level mental states causally mediating between stimuli and outputs (for perception has such). A bettter explanation invokes, I argue, the non-modular character of the generating process. (shrink)

This Research Topic aimed at deepening our understanding of the levels and explanations that are of interest for cognitive sci- entists, neuroscientists, psychologists, behavioral scientists, and philosophers of science. Indeed, contemporary developments in neuroscience and psy- chology suggest that scientists are likely to deal with a multiplicity of levels, where each of the different levels entails laws of behavior appropriate to that level (Berntson et al., 2012). Also, gathering and modeling data at the different levels of analysis is not (...) suffi- cient: the integration of information across levels of analysis is a crucial issue. Given such state of affairs, a number of interesting questions arise. How can the autonomy of explanatory levels be properly understood in behavioral explanation? Is reductionism a satis- factory strategy? How can high-level and low-level models be constrained in order to be actually explanatory of both behav- ioral and neurological or molecular evidence? What is the kind of relationship between those models? (shrink)

In this paper, I argue that perception justifies belief about the external world in virtue of its phenomenal character together with its relations to the external world. But I argue that perceptual relations to the external world impact on the justifying role of perception only by virtue of their impact on its representational content. Epistemic level-bridging principles provide a principled rationale for avoiding more radically externalist theories of perceptual justification.

Various changes and advances have taken place in the ways of teaching and learning. With the encountered global pandemic crisis, flexible learning has been practiced particularly in state universities and colleges. This study sought to determine the level of procedural fluency in College Algebra as well as the difficulties and interventions applied by tertiary students of Cotabato State University (CSU) in the flexible learning set-up. The period covered by the study was during the first semester of the school year (...) 2021-2022. The respondents were a sample of 30 first-year mathematics major students of CSU. It used mixed methods; the quantitative approach was utilized to know the students’ knowledge of procedures in solving mathematical problems while the qualitative approach was utilized to explore the difficulties of the students in learning mathematics as well as the coping strategies that can serve as basis for mathematics intervention program. The findings revealed that most of the respondents have a low level of procedural fluency in College Algebra, particularly emerging in the understanding the problem, devising a strategy, and solving steps while inept in the problem-solving checking process. On the part of new normal learning, difficulties were experienced such as poor knowledge of the prerequisite skills and unstable internet connection. As part of their interventions, facing the encountered problems, practicing repeatedly, and watching online video tutorials were applied. Based on the findings of the study, it is concluded that the first-year students have low level of procedural fluency in College Algebra problem-solving particularly in the Polya’s principles of understanding the problem, devising a plan, carrying out the plan, and checking the answer. Because of the learning challenges encountered by the students, it is recommended to develop step-by-step video tutorials that can address their problem-solving difficulties and supplement their learning in the flexible mode of delivery. (shrink)

While the view that we perceive aesthetic properties may seem intuitive, it has received little in the way of explicit defence. It also gives rise to a puzzle. The first strand of this puzzle is that we often cannot perceive aesthetic properties of artworks without training, yet much aesthetic training involves the acquisition of knowledge, such as when an artwork was made, and by whom. How, if at all, can this knowledge affect our perception of an artwork’s aesthetic properties? (...) The second strand of the puzzle arises when we widen the scope of aesthetic experience. The very same aesthetic properties that seem to require training for their perception in artworks do not appear to require training to perceive in objects of everyday aesthetic appreciation and natural phenomena. In this paper I argue that a prominent extant attempt to explain how training is compatible with aesthetic perception—cognitive permeation—is an inadequate solution. I also develop a positive view of aesthetic perception that provides a unified solution to both strands of the puzzle. (shrink)

Our visual experience of the world is one of diverse objects and events, each with particular colors, shapes, and motions. This experience is so coherent, so immediate, and so effortless that it seems to result from a single system that lets us experience everything in our field of view. But however appealing, this belief is mistaken: there are severe limits on what can be visually experienced. -/- For example, in a display for air-traffic control it is important to track all (...) moving items. For a single item, this can be done without problem. Three or four can also be tracked, although some degree of effort may be needed. As the number is increased further, accurate tracking becomes more and more difficult—and eventually, impossible. Performance is evidently affected by a factor within the observer which enables certain kinds of perception to occur, but is limited in some way. This factor is generally referred to as attention. -/- At various times, attention has been associated with clarity of perception, intensity of perception, consciousness, selection, or the allocation of a limited “resource” enabling various operations (see Hatfield, 1998). During the past several decades, considerable progress has been achieved by focusing on the idea of selection (Broadbent, 1982). In particular, attention can be productively viewed as contingently selective processing. This can be embodied in various ways by various processes—there need not be a single quantity identified with all forms of attention, or a single site where it operates (Allport, 1993; Tsotsos, 2011). Although “paying attention” is often considered to be a unitary operation, it may simply refer to the control of one or more selective processes, ideally in a co-ordinated way. While this view has some cost in terms of conceptual simplicity, it can help make sense of a large set of phenomena. -/- This article surveys several of the major issues in our understanding of attention and how it relates to perception. It focuses on vision, since many—if not all—considerations are similar for all sensory modalities, and the level of understanding achieved in this domain is currently the most advanced. (shrink)

Perception solves computationally demanding problems at lightning fast speed. It recovers sophisticated representations of the world from degraded inputs, often in a matter of milliseconds. Any theory of perception must be able to explain how this is possible; in other words, it must be able to explain perception's computational tractability. One of the few attempts to move toward such an explanation has been the information encapsulation hypothesis, which posits that perception can be fast because it keeps (...) computational costs low by forgoing access to information stored in cognition. I argue that we have no compelling reason to believe that encapsulation explains (or even contributes to an explanation of) perceptual tractability, and much reason to doubt it. This is because there exist much deeper computational challenges for perception than information access, and these threaten to make the costs of access irrelevant. If this is right, it undermines a core computational motivation for encapsulation and sends us back to the drawing board for explanations of perceptual tractability. (shrink)

The chapter outlines an abstract theoretical framework that is currently (re-)emerging in the course of a theoretical convergence of several disciplines. In the first section, the fundamental problem of perception theory is formulated, namely, the generation, by the perceptual system, of meaningful categories from physicogeometric energy patterns. In the second section, it deals with basic intuitions and assumptions underlying what can be regarded as the current Standard Model of Perceptual Psychology and points out why this model is profoundly inadequate (...) for dealing with the fundamental problem of perception theory. In the third section, it discusses a level of analysis that promises to be fruitful for dealing, in conformity with established procedures of the natural sciences, with the problem of perceptual “meaning” and the problem of what constitutes a “perceptual object.” In the fourth section, it outlines a theoretical perspective on basic principles of the perceptual system which centers on the notions of complex data types and conceptual forms, and draws an entirely different theoretical picture of the role of the sensory input than traditional accounts. The final section focusses on the issue of material qualities and discusses, within the general theoretical framework outlined, some observations and results on the perception of certain material properties, namely, lustrous and glassy appearances. (shrink)

This study examined adolescents’ perception management and attitudes towards sex education in secondary schools in Cross River State, Nigeria. The study was guided by three null hypotheses that were formulated. The study adopted a descriptive survey design. Purposive sampling technique was employed by the researchers in selecting a sample of 1,080 students from a population of 98,915 secondary school students distributed across 271 public secondary schools in Cross River State. Adolescents Perception Management and Attitudes towards Sex Education Questionnaire (...) (APMATSEQ) was used as an instrument for data collection. The null hypotheses were all tested at .05 level of significance using Pearson product moment correlation and multiple regression analyses. Findings from the study revealed that adolescents' counseling and sensitization are significantly related to their attitudes towards sex education respectively and jointly; both variables accounted for 50.3 percent (R2 = .503, Adj. R2 = .502) of the total variance of adolescents’ attitudes towards sex education. Findings also revealed that adolescents’ counselling and sensitization have a significant composite influence (F = 544.924, p < .05) on their attitudes towards sex education, with adolescents’ counselling being the highest predictor (β = .499, t = 19.392), followed by adolescents’ sensitization (β = .299, t = 11.632). Based on the findings, it was recommended amongst others that; professional counselors should be employed by the government to enable secondary schools to have at least three counselors per school in order for schools to effectively manage students’ perception. (shrink)