scholarly journals What makes a conscious process conscious?

2014 ◽  
Vol 37 (1) ◽  
pp. 43-44
Author(s):  
Max Velmans

AbstractNewell & Shanks' (N&S's) critical review considers only a very limited sense in which mental processes can be thought of as either conscious or unconscious and consequently gives a misleading analysis of the role of consciousness in human information processing. This commentary provides an expanded analysis of conscious processing that also reveals the various ways in which mental processes are unconscious.

1991 ◽  
Vol 14 (4) ◽  
pp. 651-669 ◽  
Author(s):  
Max Velmans

AbstractInvestigations of the function of consciousness in human information processing have focused mainly on two questions: (1) Where does consciousness enter into the information processing sequence, and (2) how does conscious processing differ from preconscious and unconscious processing? Input analysis is thought to be initially “preconscious” and “pre-attentive” - fast, involuntary, and automatic. This is followed by “conscious,” “focal-attentive” analysis, which is relatively slow, voluntary, and flexible. It is thought that simple, familiar stimuli can be identified preconsciously, but conscious processing is needed to identify complex, novel stimuli. Conscious processing has also been thought to be necessary for choice, learning and memory, and the organization of complex, novel responses, particularly those requiring planning, reflection, or creativity.The present target article reviews evidence that consciousness performs none of these functions. Consciousness nearly alwaysresultsfrom focal-attentive processing (as a form of output) but does not itselfenter intothis or any other form of human information processing. This suggests that the term “conscious process” needs reexamination. Consciousnessappearsto be necessary in a variety of tasks because they require focal-attentive processing; if consciousness is absent, focal-attentive processing is absent. From afirst-person perspective, however, conscious statesarecausally effective. First-person accounts arecomplementaryto third-person accounts. Although they can be translated into third-person accounts, they cannot be reduced to them.


2019 ◽  
Vol 32 (7) ◽  
pp. 635-664 ◽  
Author(s):  
Charles Spence

Abstract Theorizing around the topic of attention and its role in human information processing largely emerged out of research on the so-called spatial senses: vision, audition, and to a lesser extent, touch. Thus far, the chemical senses have received far less research interest (or should that be attention) from those experimental psychologists and cognitive neuroscientists interested in the topic. Nevertheless, this review highlights the key role that attentional selection also plays in chemosensory information processing and awareness. Indeed, many of the same theoretical approaches/experimental paradigms that were originally developed in the context of the spatial senses, can be (and in some cases already have been) extended to provide a useful framework for thinking about the perception of taste/flavour. Furthermore, a number of those creative individuals interested in modifying the perception of taste/flavour by manipulating product-extrinsic cues (such as, for example, music in the case of sonic seasoning) are increasingly looking to attentional accounts in order to help explain the empirical phenomena that they are starting to uncover. However, separate from its role in explaining sonic seasoning, gaining a better understanding of the role of attentional distraction in modulating our eating/drinking behaviours really ought to be a topic of growing societal concern. This is because distracted diners (e.g., those who eat while watching TV, fiddling with a mobile device or smartphone, or even while driving) consume significantly more than those who mindfully pay attention to the sensations associated with eating and drinking.


2005 ◽  
Vol 19 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Lars-Gunnar Lundh

The present article explores possible reasons why acceptance and mindfulness techniques may be beneficial in the treatment of insomnia. First, it is argued that sleep is facilitated by cognitive deactivation, with less controlled information processing as compared with daytime functioning, and correspondingly more acceptance of spontaneously occurring physiological and mental processes. Second, it is argued that mindfulness practice, in the form of nonjudgmental observation of spontaneously occurring physical and psychological processes, may be an effective way of training the skills of cognitive deactivation. As a complement, psychoeducational methods are advocated to help the client develop a more functional schematic model of sleep and sleeplessness.


1989 ◽  
Vol 33 (16) ◽  
pp. 1059-1063 ◽  
Author(s):  
Barry H. Kantowitz

Humans are complicated devices. Thus, systems in which people are embedded necessarily are complex. In order to better develop such systems, a means to organize and understand human complexity is required. Theoretical models of human information processing are one cognitive-engineering tool to help system development. This paper discusses the kinds of models that might be effective in solving practical problems. Suggestions are given for selecting a useful model from the plethora of available theoretical models. These issues are illustrated in the context of current research aimed at providing a general model of human cognition and action for application to the development, operation, and maintenance of nuclear power plants in Japan.


2015 ◽  
Vol 1 (1) ◽  
pp. 17-28
Author(s):  
Fahriany Fahriany

Comprehension is making a sense out of text. It is a process of using reader’s existing knowledge (schemata) to interpret texts in order to construct meaning. Many reading experts agree that the schema theory is one of the reasonable theories of human information processing. Schemata, the plural of schema, are believed to be the building blocks of cognition. This paper discusses the role of readers’ preexisting knowledge on linguistics code as well as readers’ knowledge of the world (schema), which for the case of reading has similar importance of the printed words in the text. It is argued that the more non visual information the reader posses, the less visual information is needed. For teaching and learning, teachers are expected to use different strategies in order to deal with different students’ preexisting knowledge and schema to maximize students’ learning.


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