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Consciousness operationalized, a debate realigned.

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Summary
This summary is machine-generated.

This study proposes explanatory gaps as the test for irreducible phenomenology. It argues for distinguishing non-conceptual from conceptual phenomenology, defending non-sensory experiences like valence and time perception.

Keywords:
Access consciousnessAmodal experienceCognitive phenomenologyHard problemPhenomenal consciousnessZombie

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Area of Science:

  • Philosophy of Mind
  • Cognitive Science
  • Neuroscience

Background:

  • The debate on cognitive phenomenology questions whether mental states possess irreducible subjective qualities.
  • Existing proposals for resolving this debate have faced misunderstandings and misuse.
  • A key challenge is distinguishing sensory experiences from cognitive ones.

Purpose of the Study:

  • To refine and defend a novel operationalization for identifying irreducible phenomenology.
  • To reframe the cognitive phenomenology debate by distinguishing non-conceptual from conceptual experiences.
  • To present evidence for non-sensory, non-conceptual phenomenological states.

Main Methods:

  • Utilizing the "explanatory gap" as a criterion for irreducible phenomenology.
  • Analyzing and contrasting conceptual vs. non-conceptual phenomenology.
  • Defending the existence of amodal (non-sensory) non-conceptual phenomenology.

Main Results:

  • The "explanatory gap" test offers a robust method for assessing irreducible phenomenology.
  • The crucial distinction lies between non-conceptual and conceptual (propositional) phenomenology, not sensory vs. cognitive.
  • Three forms of non-sensory, non-conceptual phenomenology are identified: valence, approximate number sense, and elapsed time sense.

Conclusions:

  • The explanatory gap criterion effectively resolves the cognitive phenomenology debate.
  • Reframing the debate around conceptual vs. non-conceptual phenomenology provides clearer distinctions.
  • Non-sensory, non-conceptual phenomenology is a valid and important area of study in cognitive science.