Consciousness, Content, and Metacognitive Judgments

Rosenthal, David

doi:10.1006/ccog.2000.0437

Cited by 60 publications

(42 citation statements)

References 20 publications

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“…The specific version of the multiple-systems view that was tested in the present experiments, the UnexpectedEvent Hypothesis (Frensch et al, 2002), receives theoretical support from similar ideas that have recently emerged in other areas of psychology, such as cognitive neuroscience (e.g., Botvinick, Braver, Barch, Carter, & Cohen, 2001;Cohen, Dunbar, & McClelland, 1990;Fernandez-Duque, Baird, & Posner, 2000;Fletcher et al, 2001;Norman & Shallice, 1986;Posner & Dehaene, 1994), emotion (Mandler, 1984(Mandler, , 2002Reisenzein, 2000;Scherer, 2001), metacognitive control (see, e.g., Koriat, 2000;Rosenthal, 2000aRosenthal, , 2000b, and memory (Whittlesea, 1997(Whittlesea, , 2002a(Whittlesea, , 2002bWhittlesea & Leboe, 2001;Whittlesea & Williams, 2000, 2001a, 2001b. The proposals discussed in these areas all point to the same conclusions, namely that human performance is permanently monitored or evaluated, and that during the detection of a processing mismatch (e.g., an unexpected event, a conflict, a failure of coherence, etc.)…”

Section: Discussionsupporting

confidence: 64%

“…Key to the Unexpected-Event Hypothesis is the assumption that verbally expressible knowledge is based on a construction process (e.g., Dienes & Perner, 1999;Koriat, 2000;Mandler, 2002;Rosenthal, 2000a;Whittlesea, 2002a). The construction process takes the form of a search for a cause of the unexpected event experienced and, in turn, is triggered whenever an unexpected event is observed.…”

Section: Introductionmentioning

confidence: 99%

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The generation of conscious awareness in an incidental learning situation

Haider

Frensch

2005

Psychological Research

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The purpose of the present experiments was to investigate the generation of conscious awareness (i.e., of verbal report) in an incidental learning situation. While the single-system account assumes that all markers of learning, verbal or nonverbal, index the same underlying knowledge representation, multiple-systems accounts grant verbal report a special status as a marker of learning because they assume that the nonverbal and verbal effects of learning rely on different memory representations. We tested these two accounts in two experiments in which we held the amount of learning in the nonverbal memory system constant while manipulating independent variables aimed at affecting learning in the declarative system. The results of both experiments revealed significant differences in verbal report between experimental conditions, but no significant differences in response times. Overall, these results provide clear evidence in favor of the multiple-systems account.

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Section: Discussionsupporting

confidence: 64%

Section: Introductionmentioning

confidence: 99%

The generation of conscious awareness in an incidental learning situation

Haider

Frensch

2005

Psychological Research

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“…Key to the UEH is the assumption that verbally expressible knowledge is based on a construction process (e.g., Dienes & Perner, 1999;Koriat, 2000;Mandler, 2002;Rosenthal, 2000;Whittlesea, 2002). The construction process takes the form of a search for a cause of an experienced unexpected event and is triggered whenever an unexpected event is observed.…”

Section: Methodsmentioning

confidence: 99%

Conflicts between expected and actually performed behavior lead to verbal report of incidentally acquired sequential knowledge

Haider

Frensch

2008

Psychological Research

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According to the Unexpected-Event Hypothesis (UEH) (Frensch, Haider, Rünger, Neugebauer, Voigt & Werg, 2002), conflicts between expected and actually performed behaviors trigger attribution processes and ultimately lead to the ability to verbally report an incidentally experienced sequential regularity. In two experiments, we manipulated the likelihood that a specific conflict, a premature response, occurred in a sequential version of the Number Reduction Task (NRT). Experiment 1 demonstrated that a longer RSI leads to a larger number of premature responses and to more verbal report than a shorter RSI. However, this effect of the RSI on verbal report was removed when participants were discouraged from emitting premature responses. Experiment 2 revealed that artificially inducing premature responses leads to an increase in verbal report, but only when premature responses are introduced late in training. Overall, the findings strongly support the assumptions of the UEH.

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“…Metacognition is sometimes referred to as "higher-order thoughts" (Rosenthal 2000), implying that entire mental states and paradigms of cognition of a subject are referenced as elements upon which higherorder thoughts operate. These elements can be viewed as abstract locations in the cognitive space that are together associated with the current instance of the subject, the self.…”

Section: Learning and Memory 205mentioning

confidence: 99%

A simple neural network model of the hippocampus suggesting its pathfinding role in episodic memory retrieval

Samsonovich¹,

Ascoli²

2005

Learn. Mem.

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The goal of this work is to extend the theoretical understanding of the relationship between hippocampal spatial and memory functions to the level of neurophysiological mechanisms underlying spatial navigation and episodic memory retrieval. The proposed unifying theory describes both phenomena within a unique framework, as based on one and the same pathfinding function of the hippocampus. We propose a mechanism of reconstruction of the context of experience involving a search for a nearly shortest path in the space of remembered contexts. To analyze this concept in detail, we define a simple connectionist model consistent with available rodent and human neurophysiological data. Numerical study of the model begins with the spatial domain as a simple analogy for more complex phenomena. It is demonstrated how a nearly shortest path is quickly found in a familiar environment. We prove numerically that associative learning during sharp waves can account for the necessary properties of hippocampal place cells. Computational study of the model is extended to other cognitive paradigms, with the main focus on episodic memory retrieval. We show that the ability to find a correct path may be vital for successful retrieval. The model robustly exhibits the pathfinding capacity within a wide range of several factors, including its memory load (up to 30,000 abstract contexts), the number of episodes that become associated with potential target contexts, and the level of dynamical noise. We offer several testable critical predictions in both spatial and memory domains to validate the theory. Our results suggest that (1) the pathfinding function of the hippocampus, in addition to its associative and memory indexing functions, may be vital for retrieval of certain episodic memories, and (2) the hippocampal spatial navigation function could be a precursor of its memory function.The phenomenon of hippocampal spatial representations and the hippocampal role in episodic memory retrieval remain two of the most puzzling mysteries in cognitive neuroscience that intuitively seem to be connected to each other. Since the finding that the hippocampus plays a pivotal role in long-term memory consolidation (Scoville and Milner 1957; Zola-Morgan and Squire 1986), many proposals have been made regarding its specific role (Teyler and Discenna 1985;Squire 1987;O'Reilly and McClelland 1994;McClelland et al. 1995). A prominent view of the mechanisms underlying consolidation of episodic memories involves fast formation (e.g., via Hebbian mechanisms) of strong associations between hippocampal sparse patterns of activity and distributed neocortical representations. As a result, the former subsequently serve as pointers to the latter. This memory-indexing theory that goes back to Teyler andDiscenna (1985, 1986) and underlies several subsequent major theoretical contributions to the field (Nadel and Wheeler et al. 1997;Tulving 2002) assumes that a memory of an episode is retrieved by reactivating a hippocampal pointer to it. Consistent with this view, r...

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Consciousness, Content, and Metacognitive Judgments

Cited by 60 publications

References 20 publications

The generation of conscious awareness in an incidental learning situation

The generation of conscious awareness in an incidental learning situation

Conflicts between expected and actually performed behavior lead to verbal report of incidentally acquired sequential knowledge

A simple neural network model of the hippocampus suggesting its pathfinding role in episodic memory retrieval

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