Learning, action and consciousness: a hybrid approach toward modelling consciousness
Abstract
This paper is an attempt at understanding the issue of consciousness through investigating its functional role, especially in learning, and through devising hybrid neural network models that (in a qualitative manner) approximate characteristics of human consciousness. In doing so, the paper examines explicit and implicit learning in a variety of psychological experiments and delineates the conscious/unconscious distinction in terms of the two types of learning and their respective products. The distinctions are captured in a two-level action-based model CLARION. Some fundamental theoretical issues are also clarified with the help of the model. Comparisons with existing models of consciousness are made to accentuate the present approach.
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In-vivo practice is aimed at increasing a child's proceduralized skill in contexts in which hot cognition is activated.
“‘In-vivo’ practice is aimed at increasing a child’s proceduralized skill (Sun 1997) in contexts in which ‘hot cognition’ is activated (Damasio 1994) and experience in applying those skills in diverse interpersonal contexts.”
From Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior (2010) · cites this paper as Sun 1997
Cites
Unconscious cerebral initiative and the role of conscious will in voluntary action
Libet, B. (1985) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00044903 · Cited by 2,623 · see citing works
Gick, M. L., & Holyoak, K. J. (1980) · Cognitive Psychology · doi:10.1016/0010-0285(80)90013-4 · Cited by 2,552 · cited 2× · see citing works
“Heidegger (1927) emphasised a basic mode of existence, that is, the immediate comportment with the world.”
BackgroundSelf-explanations: How students study and use examples in learning to solve problems
Chi, M. (1989) · Cognitive Science · doi:10.1016/0364-0213(89)90002-5 · Cited by 2,287 · see citing works
Concepts, Kinds, and Cognitive Development
Keil, F. C. (1989) · doi:10.7551/mitpress/2065.001.0001 · Cited by 1,886 · see citing works
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The interaction of the explicit and the implicit in skill learning: a dual-process approach
Sun, R., Slusarz, P., & Terry, C. (2005) · Psychological Review · doi:10.1037/0033-295x.112.1.159 · Cited by 399 · see citing works
Self-citationWyman, P. A., Cross, W., Hendricks Brown, C., Yu, Q., Tu, X., & Eberly, S. (2010) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-010-9398-x · Cited by 166 · see citing works
- Authors
- Sun, R.
- Venue
- Neural Networks
- Publisher
- Elsevier BV
- Published
- 1997-10
- Volume
- 10
- Issue
- 7
- Pages
- 1317-1331
- ISSN
- 0893-6080
- Cited by
- 55
- References
- 4
- Language
- en
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