Path: utzoo!mnetor!uunet!husc6!tut.cis.ohio-state.edu!mailrus!ames!sunybcs!bingvaxu!vu0112
From: vu0112@bingvaxu.cc.binghamton.edu (Cliff Joslyn)
Newsgroups: sci.psychology
Subject: Re: language, thought, and culture
Message-ID: <912@bingvaxu.cc.binghamton.edu>
Date: 11 Mar 88 04:27:41 GMT
References: <44@gollum.Columbia.NCR.COM> <2894@pbhyf.UUCP> <888@bingvaxu.cc.binghamton.edu> <326@thirdi.UUCP> <899@bingvaxu.cc.binghamton.edu> <5776@dhw68k.cts.com> <5378@swan.ulowell.edu>
Reply-To: vu0112@bingvaxu.cc.binghamton.edu (Cliff Joslyn)
Organization: SUNY Binghamton, NY
Lines: 57
Keywords: thought modalities

Here I go writing another essay. . .I can't help myself.  First, let me
say that I agree substantially w/Sean.  I would like here to add some
clarification to his ideas.

In article <5378@swan.ulowell.edu> sbrunnoc@eagle.UUCP (Sean Brunnock) writes:
>   OK I'll bite. I define intelligence as the ability to make new
>Stimulus -> Response associations. 

In terms of definitions, this is better used strictly as "learning."  We
must distinguish, as you do below, between simple learning that the
flatworm does and true intelligence.  Obviously learning is one
important aspect of intelligence, and learning is necessary but not
sufficient for intelligence.

>   What does the frontal lobe do that gives man his greater intelligence?
>I believe that it possesses conciousness. A man with conciousness can
>(for lack of a better word) conciously make reactions without the need
>for outside stimuli. 

Yes, this is the key point.  Throughout biological evolution new
capacities of organisms emerge, like legs, wings, brains, etc.  It is
quite clear to me that one of the/the latest new "organ" is the most
important distinguishing feature of humans, and is also one of (the
only?) uniquely human trait.  That is this ability to control learning. 
This is meta-learning.  The human can use its intelligence to generate
(imagine) novel representations, and then test those representations in
the context of its knowledge (network of existing representations). 
Those that somehow "fit" are retained.  This is internal, non-stimulated
learning, called "thought."

>Conciousness can also create stimuli at will (the
>cognitive image). This makes learning in a person more efficient. By
>tweeking responses at the same time the brain gets sensory input (whether
>real or imagined), associations are strengthened much faster. I won't go
>into the details of the physiology of this.

Yes, but emphatically not just "more efficient." It is a qualitatively
different phenomena.  Consider seeing a gorilla or a whale sitting in
one place, thinking.  It doesn't happen, they don't think.  They *must*
interact wwith their environments to learn, to "move" mentally.  As we
all know, humans can *generate their own mental movement*.  This ability
is a discontinuous change, a radical departure, a bifurcation, a
meta-system transition, a "quantum leap" (discrete step) of biological
evolution.  Its significance should (obviously) not be underestimated. 

>   This is how I believe the human mind works. I would like to get some
>input on how conciousness works.

You've already described it.  I have a profound belief that there is an
implicit, emerging consensus on this point, and thus a legitimate
psychology is beginning.  I'll take all comers! :-)
   
O---------------------------------------------------------------------->
| Cliff Joslyn, Professional Cybernetician 
| Systems Science Department, SUNY Binghamton, New York, but my opinions
| vu0112@bingvaxu.cc.binghamton.edu
V All the world is biscuit shaped. . .