Described here in simplicity (for fuller account see: Hallihan and Shu, 2011), a mammalian brain is composed of billions of interconnected neurones that communicate via changes in electrical potential at synaptic connections (the points at which connected neurones meet). A neurone will not send a charge, known as action potential, until it has received enough stimulus (electric charge potential) to surpass a threshold (where the “information”/charge is then passed along through
synaptic connections between neurones, due to their repeated and synchronous firing” (p491, Hallihan and Shu, 2011), increasing the sensitivity and so achieving the threshold faster. It is this development of LTP that facilitates the development of “specific pathways” and allows for greater sensation-reaction times (as described by Århem and Liljenström, 1997) and faster enacting of learned skills (and considered the major mechanism in learning and memory). Although there is relocation in the areas of dominant activity within the brain for early skill learning v’s well-learned action (Ashby, Turner, and Horvitz, 2010); the LTP development from repetition will facilitate and strengthen the recall and speed of stimulus-to-response for a given stimulus (i.e. learning). The process of neuronal plasticity (Hallihan and Shu, 2011), produced by mechanisms such as LTP allows the rapid reaction to stimulus from the environment (improving the chances of survival for an organism). However, fixation develops as an inability to activate new neuronal networks that do not have dominance over pathways formed through LTP (Hallihan, and Shu, 2011). That is to say, the LTP strengthening imposes the inability to see beyond well-learned solutions and generate novel or unconventional solutions. Conversely inhibition mechanisms (an opposing to LPT) can impede neuronal connections. As novel and appropriate solutions and actions (i.e. creativity) are dependent upon the extent of the spread of activation in the neuronal network (Gabora, 2010; Hallihan and Shu, 2011); cognition that avoids the mechanisms of “specific pathways” and calls upon a larger neuronal network may prove more advantageous. Through drawing upon such larger neuronal network an organism can evaluate present stimulus and better contextualise the information to the present environment (as opposed to a reflexive response) facilitating more robust reactions (Anderson, 1992; Århem and Liljenström, 1997; Baars, 1993; Shanahan, 2010).
It should be noted here either of the traits (conscious-cognition and cognition) would furnish an animal with a differing competitive edge and prove necessary in evolutionary development, and so neither are here considered as an absolute optimal condition or superior. Humans have thus developed, through evolution, different strategies for cognition. A ‘lower level’ of cognition optimal in terms of speed and energy use, where learning develops specific and dedicated neuronal pathways for actions to be performed quickly and with less energy expenditure. This process occurs without a conscious reflection (and so should be considered as sub- /non-conscious). As this process is the re-application of previous/existing knowledge it comes with the trade off of being rigid and non-adaptive, it is routed in previous knowledge and so is decontextualized and reactionary. Additionally humans posses the ability of a ‘higher level’ of cognition (conscious-cognition) in which highly complex and flexible responses and actions can be performed. This process is slow and draws upon many resources (i.e. widespread brain activity through multiple
aspect (and so should be considered conscious / reflective-consciousness); and
draws upon previous and present knowledge and applies these with consideration
to future events (broader goal and aims). Thus, conscious-cognition can be understood as a process in which novel and creative solutions (thinking) to problems reside.
We can therefore understand and frame cognition as a Mindless process and conscious-cognition as Mindful.
1.12.0: Cognition And Affordance
“…Cognition helps an animal decide what to do when the possibilities afforded to it by the environment are combinatorially structured. It helps by exploring the space of affordances. This can be done either ‘on-line’ - through play, with the aid of training, and so on - or ‘off-line’ - that is to say by means of purely internal operations.”
(p44, Shanahan, 2010)
Shanahan (2010) clearly links cognition to affordance, though does not differentiate distinct forms of cognition. Shanahan (2010) states that though an environment is full of objects the affordance they offer are reliant upon the agents psychological propensities (as previously described in chapter 1.8-on affordance). Thus the affordance is often potential as it requires the agents application of cognition to expose (to think how) the potentials that are masked (as equipment) may operate as a combinatorial structure (as a tool). Combinatorial structure here refers to the means in which technologies ‘fit’ together to produce a technology greater than the sum of its parts; e.g. Photography captures a specific scene in time, a system of trip wires could be applied to trigger a camera shutter relating to a specific moment in time, compiling these moments provides a capture of a series of time (e.g. stop motion or motion film, exemplified in figure 1.18 below).
Figure 1.18; Example of a combinatorial technology to form a new technology – multiple cameras harnessed together to capture multiple images of a horse in motion in time as opposed to ‘still’.4
The complete apparatus is viewed and understood in a summation of parts as a singular (novel) technology. Therefore we can understand that cognition in
developing combinatorial structures requires a move beyond the immediacy of the equipment (as previously defined chapter 1.9.2) and expose the technologies potential combinatorial qualities (as a tool; previously defined chapter 1.9.1) toward becoming new technology. Here we can assume that this will be in relation toward a goal or motive (‘off-line’ in the future as planned as opposed to reactionary in the present). And so, this cognition being reflective (thinking) toward future goals as opposed to reactive toward the present (i.e. beyond reflexive) and distinguishing/deconstructing objects and their qualities (and our action toward them); is a conscious-cognition and Mindful.