当代的说法认为，思维的计算过程是核心。计算理论，或者说我们所知道的，在目前的文献中占主导地位。在amodal上执行的计算，被认为是认知状态的主要处理机制。关于如何实现这一目标，有很多不同的说法，但是把大脑比喻成一个计算系统是很普遍的。当代账户强调non-symbolic的处理,模态,感知信息现在出现在认知科学文献,但这只是少数人的观点米切尔同情modal-format帐户,这使得他,而当代当代账户所属的非凡的特性表征/计算功能。许多认知科学家主要关心的是大脑如何在思想上代表世界。经验的现象学特征对计算帐户来说是一个令人愤怒的问题，因为它们似乎拒绝用RTM来解释。如果限定条件a确实存在，而且在这个问题上存在许多分歧，那么它们就被认为是表征能力的另一种形式。因此，RTM允许多种表示格式。然而，神经编码——无论其形式如何——如何捕捉现象经验的“它是什么样子”还不清楚。米切尔的描述试图勾勒出生物体在认知成长的不同阶段所使用的各种表现形式。
英国贝尔法斯特论文代写:思维的计算过程
Contemporary accounts assume that the computational processes of mind are central. The computational account, or—as it is known—the representational theory of mind (RTM) is dominant in the current literature. Computations performed over amodal, structured symbolic expressions tokened in a neural form is considered to be the main processing mechanism for cognitive states. There are a number of variations on how this is supposed to be achieved, but the metaphor of the mind as a computational system is widespread. Contemporary accounts which stress the processing of non-symbolic, modal, perceptual information is now making an appearance in the cognitive science literature, but this is a minority view Mitchell is sympathetic with the modal-format account, which makes him rather contemporary Contemporary accounts subordinate the phenomenal features of mind to their representational/computational features. Many cognitive scientists are principally interested in how brains represent the world in thought. Phenomenological features of experience are an infuriating problem for computational accounts because they seem to resist explanation in the terms of the RTM. If qualia occur at all—and there is much dissension on the question—they are considered to be another form of representational capacity. Thus, the RTM allows for a variety of representational formats. However, it is not clear how neurally encoding—regardless of format—can capture the “what it is like” of phenomenal experience. Mitchell’s account attempts to outline a variety of representational formats employed by the organism at various stages of its cognitive growth.
