Archetypal imagery as mainly channelled by mental representations that mediate the here-now from partial simulations of the past, awakening or reliving the affectivity that marked it, and the background cognitive capacity that (by then) targeted its metabolisation

2020 ◽  
pp. 47-52
Author(s):  
Giselle Manica
Keyword(s):  
Mental Representations ◽  
Cognitive Capacity ◽  
The Past

Understanding Memories of the Past in the Context of Different Complex Neural Network Architectures

2022 ◽  
pp. 1-27
Author(s):  
Clifford Bohm ◽  
Douglas Kirkpatrick ◽  
Arend Hintze
Keyword(s):  
Neural Networks ◽  
Deep Learning ◽  
Mental Representations ◽  
Network Architectures ◽  
Information Theoretic ◽  
Time Points ◽  
The Past ◽  
Black Boxes ◽  
Past Experiences ◽  
Computational Systems

Abstract Deep learning (primarily using backpropagation) and neuroevolution are the preeminent methods of optimizing artificial neural networks. However, they often create black boxes that are as hard to understand as the natural brains they seek to mimic. Previous work has identified an information-theoretic tool, referred to as R, which allows us to quantify and identify mental representations in artificial cognitive systems. The use of such measures has allowed us to make previous black boxes more transparent. Here we extend R to not only identify where complex computational systems store memory about their environment but also to differentiate between different time points in the past. We show how this extended measure can identify the location of memory related to past experiences in neural networks optimized by deep learning as well as a genetic algorithm.

Enacting Actions in Simulated Environments

2009 ◽  
Author(s):  
Devin Pierce ◽  
Shulan Lu ◽  
Derek Harter
Keyword(s):  
Human Body ◽  
Common Sense ◽  
Real World ◽  
Mental Representations ◽  
The Past ◽  
Simulated Environments ◽  
The World ◽  
The Common ◽  
Bodily States ◽  
Real World Problems

The past decade has witnessed incredible advances in building highly realistic and richly detailed simulated worlds. We readily endorse the common-sense assumption that people will be better equipped for solving real-world problems if they are trained in near-life, even if virtual, scenarios. The past decade has also witnessed a significant increase in our knowledge of how the human body as both sensor and as effector relates to cognition. Evidence shows that our mental representations of the world are constrained by the bodily states present in our moment-to-moment interactions with the world. The current study investigated whether there are differences in how people enact actions in the simulated as opposed to the real world. The current study developed simple parallel task environments and asked participants to perform actions embedded in a stream of continuous events (e.g., cutting a cucumber). The results showed that participants performed actions at a faster speed and came closer to incurring injury to the fingers in the avatar enacting action environment than in the human enacting action environment.

scholarly journals The propositional nature of human associative learning

2009 ◽  
Vol 32 (2) ◽  
pp. 183-198 ◽  
Author(s):  
Chris J. Mitchell ◽  
Jan De Houwer ◽  
Peter F. Lovibond
Keyword(s):  
Associative Learning ◽  
Cognitive Processes ◽  
Memory Retrieval ◽  
Mental Representations ◽  
Future Research ◽  
The Unconscious ◽  
Learning Mechanism ◽  
Unconscious Processes ◽  
The Past ◽  
High Level

AbstractThe past 50 years have seen an accumulation of evidence suggesting that associative learning depends on high-level cognitive processes that give rise to propositional knowledge. Yet, many learning theorists maintain a belief in a learning mechanism in which links between mental representations are formed automatically. We characterize and highlight the differences between the propositional and link approaches, and review the relevant empirical evidence. We conclude that learning is the consequence of propositional reasoning processes that cooperate with the unconscious processes involved in memory retrieval and perception. We argue that this new conceptual framework allows many of the important recent advances in associative learning research to be retained, but recast in a model that provides a firmer foundation for both immediate application and future research.

Précis ofThe Rational Imagination: How People Create Alternatives to Reality

2007 ◽  
Vol 30 (5-6) ◽  
pp. 439-453 ◽  
Author(s):  
Ruth M. J. Byrne
Keyword(s):  
Mental Representation ◽  
Mental Representations ◽  
Causal Relation ◽  
Temporal Sequence ◽  
Recent Event ◽  
The Past ◽  
Rational Thought ◽  
Fault Lines ◽  
The Mind ◽  
Central Claim

AbstractThe human imagination remains one of the last uncharted terrains of the mind. People often imagine how events might have turned out “if only” something had been different. The “fault lines” of reality, those aspects more readily changed, indicate that counterfactual thoughts are guided by the same principles as rational thoughts. In the past, rationality and imagination have been viewed as opposites. But research has shown that rational thought is more imaginative than cognitive scientists had supposed. InThe Rational Imagination,I argue that imaginative thought is more rational than scientists have imagined. People exhibit remarkable similarities in the sorts of things they change in their mental representation of reality when they imagine how the facts could have turned out differently. For example, they tend to imagine alternatives to actions rather than inactions, events within their control rather than those beyond their control, and socially unacceptable events rather than acceptable ones. Their thoughts about how an event might have turned out differently lead them to judge that a strong causal relation exists between an antecedent event and the outcome, and their thoughts about how an event might have turned out the same lead them to judge that a weaker causal relation exists. In a simple temporal sequence, people tend to imagine alternatives to the most recent event. The central claim in the book is that counterfactual thoughts are organised along the same principles as rational thought. The idea that the counterfactual imagination is rational depends on three steps: (1) humans are capable of rational thought; (2) they make inferences by thinking about possibilities; and (3) their counterfactual thoughts rely on thinking about possibilities, just as rational thoughts do. The sorts of possibilities that people envisage explain the mutability of certain aspects of mental representations and the immutability of other aspects.

scholarly journals Presents Spoken Texts in Multimedia Instructions as an Alternative to Printed Texts

2012 ◽  
Vol 3 (9) ◽  
pp. 297-302
Author(s):  
Khayrazad Kari Jabbour
Keyword(s):  
Cognitive Load ◽  
Research Evidence ◽  
Mental Representations ◽  
The Other ◽  
Cognitive Capacity ◽  
Instructional Designers ◽  
Multimedia Instruction ◽  
Spoken Text ◽  
Multimedia Education ◽  
Printed Text

Multimedia instructions refer to presentations that contain graphics and texts information. The graphics can include pictures, drawings, diagram, chart, animation, video, or simulations. In addition, texts can include printed texts or spoken texts. Multimedia education occurs when learners create mental representations caused by combining texts and relevant graphics simultaneously in lessons. Research evidence shows that not all multimedia instructions are equally useful. How can we use multimedia instructional to help learners to grasp knowledge? Do learners learn better when multimedia instructions present spoken text in multimedia instructions as an alternative to printed text principle? This article examines whether there is any benefit on supplementing spoken text with multimedia. Specifically, do learners learn more from spoken text and graphics, rather than from printed text and graphics? Meaningful learning engages the learner into excessive cognitive load processing during learning; on the other hand, the learner’s cognitive capacity is limited. For that, reasons multimedia instructional designers must take into account the learner's cognitive load processing. One of the obstacles of multimedia instructions is the possibility of overloading the learners’ cognitive capacity. Multimedia instructional designers must design multimedia instruction in ways that minimize the possibility of overloading the learners’ cognitive capacity. Also will examines the limitations of presenting spoken rather than printed texts; Reasons for presenting spoken rather than printed texts; Evidence for Using Spoken Rather Than Printed Text; And when this principle applies.

Memory and its offspring: Realism and the “specious present”

2018 ◽  
Vol 28 (2) ◽  
pp. 172-192
Author(s):  
Terence McMullen
Keyword(s):  
William James ◽  
Mental Representations ◽  
Spatial Location ◽  
Time And Space ◽  
Specious Present ◽  
Temporal Duration ◽  
The Past ◽  
Metaphysics Of Time ◽  
Direct Apprehension

Without memory we could not recall events, nor could we imagine, image, or expect things. Representationist accounts of memory claim that to remember is to access stored representations of past events. This is logically impossible: there are no such things as mental representations. Memory is the direct apprehension of past events. Some assert that this claim involves the temporal absurdity of supposing that the past can be known directly in the present. There is no such absurdity: cognition and its objects have temporal duration as well as spatial location. Situations perceived and remembered are extended temporally as well as spatially. William James drew attention to the specious present, the belief that we live in a temporally unextended now. A solid ontological account of the metaphysics of time and space is provided uniquely in the empiricist metaphysics of John Anderson’s realism.

Memory

2019 ◽  
Author(s):  
Jordi Fernández
Keyword(s):  
Functional Role ◽  
Mental States ◽  
Point Of View ◽  
Cognitive Capacity ◽  
The Past ◽  
Representational Capacity ◽  
Philosophical Account ◽  
Past Experiences

This book offers a philosophical account of memory. Memory is remarkably interesting from a philosophical point of view. Our memories interact with mental states of other types in a characteristic way. They also have some associated feelings that other mental states lack. Our memories are special in terms of their representational capacity too, since we can have memories of objective events, and we can have memories of our own past experiences. Finally, our memories are epistemically special, in that beliefs formed on the basis of our memories are protected from certain errors of misidentification and justified in a way which does not rely on any cognitive capacity other than memory. The aim of the book is to explain these features of memory. It proposes that memories have a particular functional role which involves past perceptual experiences and beliefs about the past and suggests that memories have a particular content as well; they represent themselves as having a certain causal origin. The book then accounts for the feelings associated with our memories as the experience of some of the things that our memories represent; things such as our own past experiences, or the fact the memories originate in those experiences. It also accounts for the special justification for belief afforded by our memories in terms of the content that memories have. The resulting picture is a unified account of several philosophically interesting aspects of memory.

Observations of the continuum near the galactic centre

1967 ◽  
Vol 31 ◽  
pp. 405
Author(s):  
F. J. Kerr
Keyword(s):  
Galactic Centre ◽  
The Past ◽  
Centre Region ◽  
The Continuum

A continuum survey of the galactic-centre region has been carried out at Parkes at 20 cm wavelength over the areal11= 355° to 5°,b11= -3° to +3° (Kerr and Sinclair 1966, 1967). This is a larger region than has been covered in such surveys in the past. The observations were done as declination scans.

The Origin of the Moon and its Relationship to the Origin of the Solar System

1962 ◽  
Vol 14 ◽  
pp. 133-148 ◽  
Author(s):  
Harold C. Urey
Keyword(s):  
Solar System ◽  
The Moon ◽  
The Past ◽  
The Earth ◽  
Short Period ◽  
Origin Of The Moon

During the last 10 years, the writer has presented evidence indicating that the Moon was captured by the Earth and that the large collisions with its surface occurred within a surprisingly short period of time. These observations have been a continuous preoccupation during the past years and some explanation that seemed physically possible and reasonably probable has been sought.

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