Scientific Brain Model: How Does The Mind Work?

The following is part of Chapter III of "A Scientific Model Of The Brain": Concepts and conscious (natural-language coded) knowledge: (conscious) concepts are the stereotypes we form to use as sequences-of-actions- building blocks, so that it becomes feasible to elaborate complex plans for the achievement of our goals.  * What is the essential role played by our instinct - the unconscious levels of our brain - in the resolution of those tasks, that our conscious thought takes on?  As a matter of fact, even a highly cognitive task such as reading text is carried out with very little intervention by the conscious levels of our brain. Indeed, it is only when we are starting learning how to read, that we go about one by one consciously and conscientiously recognizing each and every letter. However, little by little, as we gain more practice, more and more we become able to identify at once strings of several letters or even entire words. In fact, as we go through a text, very oft...

From all of our brain's wisdom and knowledge, we are only conscious of the knowledge, that is coded in natural language. The following is part of Chapter III of "A Scientific Model Of The Brain": Concepts and conscious (natural-language coded) knowledge: (conscious) concepts are the stereotypes we form to use as sequences-of-actions- building blocks, so that it becomes feasible to elaborate complex plans for the achievement of our goals. * Of all our knowledge and wisdom, our conscious knowledge is only the small part, which we are able to spell out with words. contrary to what it intuitively seems, our knowledge about the world is not hosted by any single, central brain area, but it is spread all over the brain. Furthermore, importantly enough, only a fraction of this information is accessible to our consciousness and, therefore, constitutes the knowledge 'we' are actually aware of. Indeed, I have no doubt that you do not struggle the tiniest bit telling between ...

The meaning of consciousness Part 1: Extracting the complex features which identify our conscious concepts.  Concepts and conscious (natural-language coded) knowledge: (conscious) concepts are the stereotypes we form to use as sequences-of-actions- building blocks, so that it becomes feasible to elaborate complex plans for the achievement of our goals. * Unsupervised learning is followd to learn low-level feature detectors of those patterns, which we find more frequently and most faithfully describe the environment; whereas supervised learning is followed to learn those high-level features, which are better suited to code the tasks we execute to achieve our goals. At this point we enter in the field of supervised learning. Until now, I have been discussing forms of unsupervised learning in the brain. However, generally, in order to be able to achieve some goal, some form of supervised learning will ultimately be necessary. The role of unsupervised learning is to highlight and squee...

A Scientific Model Of The Brain : How does our brain make choices? In order to understand how the brain works, it is best to think of it as the government of the organism. It is then natural to say, that all important decisions are taken by our (conscious) mind. However, if we analyze a little deeper how the brain works, we will quickly realize, that in this context the word 'decisions' is rather misleading:  Our mental constructs are nothing but the result of our experience with the environment. As a matter of fact, our mental constructs' raison d'etre is the formation of a model of the world outside, where - in order to optimize our interaction with our environment - our interpretation of how the world works is represented. It is therefore really hard (if not altogether impossible) to conceive anything foreign to everything we have so far been exposed to. For instance, as three-dimensional beings interacting in this world with other three-dimensional structures, it is...

 Part of Chapter V of Scientific Model Of The Brain . * From the very beginning, we have been learning concepts, as we have been learning the language. * Learning nouns and the acquisition of the most basic concepts: The first step to acquire a concept is to find out the thing's name, and there is no simpler method to indicate which thing we are thinking about and referring to than to point at the thing in question. * Learning verbs, adjectives, adverbs and prepositions; learning what things are good for: The simplest method to learn what things are good for and how to accomplish things is to have somebody show us how to resolve the task in question. * As we learn more and more words, as we find out how to refer to things and actions, as we acquire more and more (conscious) concepts, we become able to spell out, write down, save and transmit natural language scripts, of what things are good for and how to accomplish stuff. * From the very beginning, we have been learning concepts, ...

A Scientific Model Of The Brain: How do babies start speaking (that is, why do babies start speaking)? How does a baby's consciousness emerge?  * A baby's cry for help: our first aha moment and how it gives rise to our most basic concept. At this point, it may be helpful to ask, why do newborn babies cry? The question may sound rather silly, since obviously babies cry because they feel some need, that requires attention from somebody else. Now, if we assume the existence of a decision-making agent, it seems reasonable to consider, if, perhaps, there are times where the baby is just being manipulative. There are certainly instances, where one would swear that the baby is only crying for the sake of getting some love and attention. On the other hand, admittedly, the proponents of the decision-making agent line of thinking could bery reasonably argue that a newborn's screams are only an instinctive conduct, and it is just that, at some point in the baby's early life, its i...