This book uses recent evidence from psychology and neuroscience to show that perceptual learning is genuinely perceptual, rather than post-perceptual. It also offers a taxonomy for classifying cases in the philosophical literature.
This book uses recent evidence from psychology and neuroscience to show that perceptual learning is genuinely perceptual, rather than post-perceptual. It also offers a taxonomy for classifying cases in the philosophical literature.
Kevin Connolly is a cognitive scientist and philosopher who works on learning. His research focuses especially on perception-based learning, as found in experts from wine tasters to radiologists to bird watchers. He is currently an Assistant Professor of Psychology at Minerva Schools at KGI-a new university founded on the principles of the science of learning-where he plays a central role in curriculum design for the School of Social Sciences. Prior to Minerva he was an Andrew W. Mellon Postdoctoral Fellow at the University of Pennsylvania.
Inhaltsangabe
* PREFACE * PART 1. THE NATURE OF PERCEPTUAL LEARNING * I. HOW TO UNDERSTAND PERCEPTUAL LEARNING * 1.1 Introduction * 1.2 What Is Perceptual Learning? * 1.3 A Taxonomy of Perceptual Learning Cases * 1.4 The Offloading View of Perceptual Learning * 1.5 Looking Ahead * II. IS PERCEPTUAL LEARNING GENUINELY PERCEPTUAL? * 2.1 Introduction * 2.2 Skepticism about Perceptual Learning as Genuinely Perceptual * 2.3 Introspective Evidence that Perceptual Learning Is Genuinely Perceptual * 2.4 Neuroscientific Evidence that Perceptual Learning Is Genuinely Perceptual * 2.5 Behavioral Evidence that Perceptual Learning Is Genuinely Perceptual * 2.6 Conclusion * PART 2. THE SCOPE OF PERCEPTUAL LEARNING * III. LEARNED ATTENTION AND THE CONTENTS OF PERCEPTION * 3.1 Introduction * 3.2 The Phenomenal Contrast Argument * 3.3 The Attentional Reply to the Phenomenal Contrast Argument * 3.4 The Blind Flailing Model of Perceptual Learning * 3.5 A New Attentional Reply to the Phenomenal Contrast Argument * 3.6 Learned Attention and the Offloading View * IV. LEARNED ATTENTION II: SENSORY SUBSTITUTION * 4.1 Introduction * 4.2 Attentional Weighting in Distal Attribution * 4.3 Latent Inhibition as a Kind of Learned Attention * 4.4 Applying Principles of Attentional Training to Sensory Substitution * 4.5 Perceptual Learning and Perceptual Hacking * 4.6 An Empirical Test for Determining the Nature of SSD Experience * 4.7 Conclusion * V. "CHUNKING" THE WORLD THROUGH MULTISENSORY PERCEPTION * 5.1 Introduction * 5.2 The Kind of Conscious Awareness We Have in Multisensory Perception * 5.3 Unitization as a Perceptual Learning Mechanism * 5.4 Applying Unitization to Multisensory Cases * 5.5 Objections and Replies * 5.6 Unitization and the Offloading View * 5.7 Conclusion * VI. LEARNING TO DIFFERENTIATE PROPERTIES: SPEECH PERCEPTION * 6.1 Introduction * 6.2 The Phenomenal Contrast Argument for Hearing Meanings * 6.3 The Argument from Homophones * 6.4 The Role of Differentiation in Speech Perception * 6.5 Why Perceptual Learning Does Not Support the View that We Hear Meanings * 6.6 The Offloading View and Speech Perception * 6.7 Conclusion * VII. LEARNING TO DIFFERENTIATE OBJECTS: THE CASE OF MEMORY COLOR * 7.1 Introduction * 7.2 Memory Color and Cognitive Penetration * 7.3 A Brief Survey of Memory Color Studies * 7.4 Why Memory Color Is Not a Mechanism for Color Constancy * 7.5 Applying Differentiation to Memory Color * 7.6 Memory Color and the Offloading View * 7.7 Conclusion * CONCLUSION: PERCEPTUAL LEARNING BEYOND PHILOSOPHY OF MIND * ACKNOWLEDGEMENTS * REFERENCES
* PREFACE * PART 1. THE NATURE OF PERCEPTUAL LEARNING * I. HOW TO UNDERSTAND PERCEPTUAL LEARNING * 1.1 Introduction * 1.2 What Is Perceptual Learning? * 1.3 A Taxonomy of Perceptual Learning Cases * 1.4 The Offloading View of Perceptual Learning * 1.5 Looking Ahead * II. IS PERCEPTUAL LEARNING GENUINELY PERCEPTUAL? * 2.1 Introduction * 2.2 Skepticism about Perceptual Learning as Genuinely Perceptual * 2.3 Introspective Evidence that Perceptual Learning Is Genuinely Perceptual * 2.4 Neuroscientific Evidence that Perceptual Learning Is Genuinely Perceptual * 2.5 Behavioral Evidence that Perceptual Learning Is Genuinely Perceptual * 2.6 Conclusion * PART 2. THE SCOPE OF PERCEPTUAL LEARNING * III. LEARNED ATTENTION AND THE CONTENTS OF PERCEPTION * 3.1 Introduction * 3.2 The Phenomenal Contrast Argument * 3.3 The Attentional Reply to the Phenomenal Contrast Argument * 3.4 The Blind Flailing Model of Perceptual Learning * 3.5 A New Attentional Reply to the Phenomenal Contrast Argument * 3.6 Learned Attention and the Offloading View * IV. LEARNED ATTENTION II: SENSORY SUBSTITUTION * 4.1 Introduction * 4.2 Attentional Weighting in Distal Attribution * 4.3 Latent Inhibition as a Kind of Learned Attention * 4.4 Applying Principles of Attentional Training to Sensory Substitution * 4.5 Perceptual Learning and Perceptual Hacking * 4.6 An Empirical Test for Determining the Nature of SSD Experience * 4.7 Conclusion * V. "CHUNKING" THE WORLD THROUGH MULTISENSORY PERCEPTION * 5.1 Introduction * 5.2 The Kind of Conscious Awareness We Have in Multisensory Perception * 5.3 Unitization as a Perceptual Learning Mechanism * 5.4 Applying Unitization to Multisensory Cases * 5.5 Objections and Replies * 5.6 Unitization and the Offloading View * 5.7 Conclusion * VI. LEARNING TO DIFFERENTIATE PROPERTIES: SPEECH PERCEPTION * 6.1 Introduction * 6.2 The Phenomenal Contrast Argument for Hearing Meanings * 6.3 The Argument from Homophones * 6.4 The Role of Differentiation in Speech Perception * 6.5 Why Perceptual Learning Does Not Support the View that We Hear Meanings * 6.6 The Offloading View and Speech Perception * 6.7 Conclusion * VII. LEARNING TO DIFFERENTIATE OBJECTS: THE CASE OF MEMORY COLOR * 7.1 Introduction * 7.2 Memory Color and Cognitive Penetration * 7.3 A Brief Survey of Memory Color Studies * 7.4 Why Memory Color Is Not a Mechanism for Color Constancy * 7.5 Applying Differentiation to Memory Color * 7.6 Memory Color and the Offloading View * 7.7 Conclusion * CONCLUSION: PERCEPTUAL LEARNING BEYOND PHILOSOPHY OF MIND * ACKNOWLEDGEMENTS * REFERENCES
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