Do Both Psychopathology and Creativity Result from a Labile Wake-Sleep-Dream Cycle?
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A Phenomenology of Sleep
Open Journal of Philosophy, 2014, 4, 117-129 Published Online May 2014 in SciRes. http://www.scirp.org/journal/ojpp http://dx.doi.org/10.4236/ojpp.2014.42016 The Gospel of Self-ing: A Phenomenology of Sleep Kuangming Wu Philosophy Department, University of Wisconsin-Oshkosh, Oshkosh, USA Email: [email protected] Received 14 February 2014; revised 14 March 2014; accepted 20 March 2014 Copyright © 2014 by author and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract Sleep is consciousness naturally folded back to itself in the self-come-home-to-self, to find life nourished, renovated, and vitalized, all beyond objective management. Sleep can never be un- derstood with direct conscious approach, but must be approached indirectly, implicatively, and alive coherently, as tried here. Sleep (A) is Spontaneity, (B) Self-Fullness, and so (C) sleep is life’s Gospel of Self-ing. Keywords Sleep; Alive; Conscious; Spontaneity; Fullness; Gospel 1. Introduction Sleep is one basic, common, supportive, and yet quite elusive way of living to nourish and fulfill ourselves, con- stantly inviting us to mediate on it with care. The direct conscious approach usual in our thinking never under- stands sleep that is tacitly beyond-consciousness. Sleep must be approached indirectly, implicatively, and alive coherently, as tried here. Sadly, it is noteworthy that sleep is usually taken as nothing positive. This is so except surprising gems grud- gingly admitted at the end of this essay. The Judeo-Christian tradition takes sleep as a simple satisfaction of physical need, or as a symbol of sloth or death. -
The Avatars in the Machine Dreaming As a Simulation of Social Reality
The Avatars in the Machine Dreaming as a Simulation of Social Reality Antti Revonsuo, Jarno Tuominen & Katja Valli The idea that dreaming is a simulation of the wa ing world is currently !ecoming Authors a far more widely shared and acce"ted view among dream researchers. Several "hiloso"hers, "sychologists, and neuroscientists have recently characteri$ed Antti Revonsuo dreaming in terms of virtual reality, immersive spatiotem"oral simulation, or real% antti#revonsuo4utu#fi istic and useful world simulation# Thus, the conce"tion of dreaming as a simulated world now unifies definitions of the !asic nature of dreaming within dream and (5gs olan i S 5vde consciousness research# This novel conce"t of dreaming has conse&uently led to S 5vde, Sweden the idea that social interactions in dreams, nown to !e a universal and a!undant Turun ylio"isto feature of human dream content, can !est !e characteri$ed as a simulation of hu% Turku, 6inland man social reality, simulating the social skills, !onds, interactions, and networks that we engage in during our wa ing lives. 'et this tem"ting idea has never !e% Jarno Tuominen fore !een formulated into a clear and em"irically testa!le theory of dreaming# jarno#tuominen4utu#fi Here we show that a testa!le Social Simulation Theory )SST) of dreaming can !e Turun ylio"isto formulated, from which em"irical "redictions can !e derived# Some of the "redic% Turku, 6inland tions can gain initial su""ort !y relying on already e+isting data in the literature, !ut many more remain to !e tested !y further research# ,e -
The Unconscious Mind: Kinder and Gentler Than That
3/20/2013 The Freudian 20th Century “Freud in 21st-Century America” The Unconscious Mind: Kinder and Gentler Than That John F. Kihlstrom Forbidden Planet (1956) Department of Psychology University of California, Berkeley 1 2 The Discovery of the Unconscious Petites Perceptions Ellenberger (1970) Leibniz (1704/1981); Ellenberger (1970) • At every moment there is in us an infinity of perceptions, unaccompanied by awareness or reflection…. That is why we are never indifferent, even when we appear to be most so…. The choice that we make arises from these insensible stimuli, which… make us find one direction of movement more comfortable than the 3 other. 4 The Limen Unconscious Inferences Herbart (1819) Helmholtz (1866/1968) • One of the older ideas can… be • The psychic activities that lead us to infer that completely driven out of consciousness by there in front of us at a certain place there is a a new much weaker idea. On the other certain object of a certain character, are generally hand its pressure there is not to be not conscious activities, but unconscious ones. In regarded as without effect; rather it works their result they are the equivalent to conclusion…. with full power against the ideas which are But what seems to differentiate them from a conclusion, in the ordinary sense of that word, is present in consciousness. It thus causes that a conclusion is an act of conscious thought…. a particular state of consciousness, though Still it may be permissible to speak of the psychic its object is in no sense really imagined. acts of ordinary perception as unconscious 5 conclusions…. -
Implicit and Explicit Knowledge About Language
Comp. by: TPrasath Date:27/12/06 Time:22:59:29 Stage:First Proof File Path:// spiina1001z/womat/production/PRODENV/0000000005/0000001817/0000000016/ 0000233189.3D Proof by: QC by: NICK ELLIS IMPLICIT AND EXPLICIT KNOWLEDGE ABOUT LANGUAGE INTRODUCTION Children acquire their first language (L1) by engaging with their caretakers in natural meaningful communication. From this “evidence” they automatically acquire complex knowledge of the structure of their language. Yet paradoxically they cannot describe this knowledge, the discovery of which forms the object of the disciplines of theoretical lin- guistics, psycholinguistics, and child language acquisition. This is a difference between explicit and implicit knowledge—ask a young child how to form a plural and she says she does not know; ask her “here is a wug, here is another wug, what have you got?” and she is able to reply, “two wugs.” The acquisition of L1 grammar is implicit and is extracted from experience of usage rather than from explicit rules—simple expo- sure o normal linguistic input suffices and no explicit instruction is needed. Adult acquisition of second language (L2) is a different matter in that what can be acquired implicitly from communicative contexts is typically quite limited in comparison to native speaker norms, and adult attainment of L2 accuracy usually requires additional resources of explicit learning. The various roles of consciousness in second language acquisi- tion (SLA) include: the learner noticing negative evidence; their attending to language form, their perception focused by social scaffolding or explicit instruction; their voluntary use of pedagogical grammatical descriptions and analogical reasoning; their reflective induction of metalinguistic insights about language; and their consciously guided practice which results, eventually, in unconscious, automatized skill. -
Implicit and Explicit Learning of Languages Patrick Rebuschat
Introduction: Implicit and explicit learning of languages Patrick Rebuschat (Lancaster University) Introduction to the forthcoming volume: Rebuschat, P. (Ed.) (in press, 2015). Implicit and explicit learning of languages. Amsterdam: John Benjamins. Implicit learning, essentially the process of acquiring unconscious (implicit) knowledge, is a fundamental feature of human cognition (Cleeremans, Destrebecqz, & Boyer, 1998; Dienes, 2012; Perruchet, 2008; Shanks, 2005; Reber, 1993). Many complex behaviors, including language comprehension and production (Berry & Dienes, 1993; Winter & Reber, 1994), music cognition (Rohrmeier & Rebuschat, 2012), intuitive decision making (Plessner, Betsch, & Betsch, 2008), and social interaction (Lewicki, 1986), are thought to be largely dependent on implicit knowledge. The term implicit learning was first used by Arthur Reber (1967) to describe a process during which subjects acquire knowledge about a complex, rule-governed stimulus environment without intending to and without becoming aware of the knowledge they have acquired. In contrast, the term explicit learning refers to a process during which participants acquire conscious (explicit) knowledge; this is generally associated with intentional learning conditions, e.g., when participants are instructed to look for rules or patterns. In his seminal study, Reber (1967) exposed subjects to letter sequences (e.g., TPTS, VXXVPS and TPTXXVS) by means of a memorization task. In experiment 1, subjects were presented with letter sequences and simply asked to commit them to memory. One group of subjects was given sequences that were generated by means of a finite-state grammar (Chomsky, 1956, 1957; Chomsky & Miller, 1958), while the other group received randomly 1 constructed sequences. The results showed that grammatical letter sequences were learned more rapidly than random letter sequences. -
Download the Self-Compassion Saturday Ebook
Edited by Jill M. Salahub Contents Introduction .................................................................................................................................................. 3 The Beginning ............................................................................................................................................... 4 Mary Anne Radmacher ................................................................................................................................. 8 Mary Anne Radmacher’s Body Gratitude Practice ..................................................................................... 16 Andrea Scher ............................................................................................................................................... 18 Laurie Wagner ............................................................................................................................................. 24 Judy Clement Wall ...................................................................................................................................... 30 Anne-Sophie Reinhardt ............................................................................................................................... 38 Susan Piver .................................................................................................................................................. 42 Kerilyn Russo .............................................................................................................................................. -
Evidence of Automatic Processing in Sequence Learning Using Process-Dissociation
RESEARCH ARTICLE ADVANCES IN COGNITIVE PSYCHOLOGY Evidence of automatic processing in sequence learning using process-dissociation Heather M. Mong, David P. McCabe, and Benjamin A. Clegg Department of Psychology, Colorado State University, Fort Collins, CO, USA ABSTRACT This paper proposes a way to apply process-dissociation to sequence learning in addition and ex- tension to the approach used by Destrebecqz and Cleeremans (2001). Participants were trained on two sequences separated from each other by a short break. Following training, participants self-reported their knowledge of the sequences. A recognition test was then performed which re- quired discrimination of two trained sequences, either under the instructions to call any sequence encountered in the experiment “old” (the inclusion condition), or only sequence fragments from one half of the experiment “old” (the exclusion condition). The recognition test elicited automatic KEYWORDS and controlled process estimates using the process dissociation procedure, and suggested both implicit learning, sequence processes were involved. Examining the underlying processes supporting performance may pro- learning, process- vide more information on the fundamental aspects of the implicit and explicit constructs than has dissociation, consciousness been attainable through awareness testing. INTRODUCTION Shanks, 2005), and numerous definitions of the term itself have been offered (Dienes & Perner, 1999; Frensch, 1998). This variety is further The serial reaction time task (SRTT) has become an extremely pro- reflected in an array of methods for assessing the presence or absence ductive method for studying sequence learning (for reviews, see of explicit knowledge. Issues raised have included whether explicit Abrahamse, Jimenez, Verwey, & Clegg, 2010; Clegg, DiGirolamo, knowledge is necessary for learning, what awareness tests should be & Keele, 1998). -
1 Personality and Cognitions Underlying Entrepreneurial Intentions Benjamin R. Walker a Thesis Submitted in Partial Fulfilment O
1 Personality and Cognitions underlying Entrepreneurial Intentions Benjamin R. Walker A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy School of Management UNSW Business School March 30, 2015 2 Table of Contents Acknowledgements .................................................................................................................... 6 Originality statement .................................................................................................................. 7 Publications and conference presentations arising from this thesis ........................................... 8 List of abbreviations .................................................................................................................. 9 Thesis Abstract......................................................................................................................... 10 Chapter 1: Introduction ............................................................................................................ 11 Chapter 2: Assessing the impact of revised Reinforcement Sensitivity Theory ...................... 20 Table 1: Articles with original Reinforcement Sensitivity Theory (o-RST) and revised Reinforcement Sensitivity Theory (r-RST) measures .......................................................... 26 Table 2: Categorization of original Reinforcement Sensitivity Theory (o-RST) and revised Reinforcement Sensitivity Theory (r-RST) studies in the five years from 2010-2014 ........ 29 Chapter 3: How -
Implicit Learning and Tacit Knowledge
Journal of Experimental Psychology: General Copyrighl 1989 by the American Psychological Association, Inc. 1989, Vol. 118, No. 3, 219-235 0096-3445/89/500,75 Implicit Learning and Tacit Knowledge Arthur S. Reber Brooklyn College and the Graduate Center City University of New York I examine the phenomenon of implicit learning, the process by which knowledge about the rale- governed complexities of the stimulus environment is acquired independently of conscious attempts to do so. Our research with the two, seemingly disparate experimental paradigms of synthetic grammar learning and probability learning is reviewed and integrated with other approaches to the general problem of unconscious cognition. The conclusions reached are as follows: (a) Implicit learning produces a tacit knowledge base that is abstract and representative of the structure of the environment; (b) such knowledge is optimally acquired independently of conscious efforts to learn; and (c) it can be used implicitly to solve problems and make accurate decisions about novel stimulus circumstances. Various epistemological issues and related prob- 1 lems such as intuition, neuroclinical disorders of learning and memory, and the relationship of evolutionary processes to cognitive science are also discussed. Some two decades ago the term implicit learning was first lined, and analyzed, but virtually no attention was paid to the used to characterize how one develops intuitive knowledge processes by which these implicit memories "got there." This about the underlying structure of a complex stimulus envi- general lack of attention to the acquisition problem may be ronment (Reber, 1965, 1967). In those early writings, I argued one of the reasons why much recent theorizing has been that implicit learning is characterized by two critical features: oriented toward a nativist position (e.g., Chomsky, 1980; (a) It is an unconscious process and (b) it yields abstract Fodor, 1975, 1983; Gleitman & Wanner, 1982). -
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Implicit Learning, Development, and Education
Implicit learning, development, and education A. Vinter, S. Pacton, A. Witt and P. Perruchet Introduction The present chapter focuses on implicit learning processes, and aims at showing that these processes could be used to design new methods of education or reeducation. After a brief definition of what we intend by implicit learning, we will show that these proc- esses operate efficiently in development, from infancy to aging. Then, we will discuss the question of their resistance to neurological or psychiatric diseases. Finally, in a last section, we will comment on their potential use within an applied perspective. The fundamental role of learning, once neglected by cognitive psychologists a few decades ago, is now acknowledged in most areas of research, including language, cate- gorization and object perception (2). Of course, nobody has ever claimed that language development is independent of infants’ experience. However, the dominant Chom- skian tradition has confined learning to subsidiary functions, such as setting the values of parameters in a hardwired system. Recent work shows that fundamental components of language such as word segmentation (69) can be learned in an incidental way similar to that involved in the acquisition of other human abilities. Likewise, it has never been denied that learning plays a role in categorization and object perception, but acquisition processes were thought to be limited to new combinations of preestablished features (7). However, Schyns and Rodet (77) have shown that elementary features can them- selves be created with experience (for a review, see 74, 75). The type of learning process that receives the most attention in the current literature relates to implicit learning. -
Insights Into Sleep's Role for Insight: Studies with the Number Reduction
REVIEW ARTICLE ADVANCES IN COGNITIVE PSYCHOLOGY Insights into sleep’s role for insight: Studies with the number reduction task Rolf Verleger1, Michael Rose2, Ullrich Wagner3, Juliana Yordanova1,4, and Vasil Kolev1,4 1 Department of Neurology, University of Lübeck, Germany 2 Department of Systems Neuroscience, University of Hamburg, Germany 3 Charité, University Medicine Berlin, Germany 4 Institute of Neurobiology, Bulgarian Academy of Sciences, Sofia, Bulgaria ABSTRACT In recent years, vibrant research has developed on “consolidation” during sleep: To what extent are newly experienced impressions reprocessed or even restructured during sleep? We used the number reduction task (NRT) to study if and how sleep does not only reiterate new experiences but may even lead to new insights. In the NRT, covert regularities may speed responses. This implicit acquisition of regularities may become explicitly conscious at some point, leading to a qualitative change in behavior which reflects this insight. By applying the NRT at two consecutive sessions separated by an interval, we investigated the role of sleep in this interval for attaining insight at the second session. In the first study, a night of sleep was shown to triple the number of participants attaining insight above the base rate of about 20%. In the second study, this hard core of 20% discoverers differed from other participants in their task-related EEG potentials from the KEYWORDS very beginning already. In the third study, the additional role of sleep was specified as an effect of the deep-sleep phase of slow-wave sleep on participants who had implicitly acquired the covert sleep, insight, regularity before sleep.