Divergent Criticality – A Mechanism of Neural Function for Perception and Learning
type: CreativeWork
description: The natural world presents opportunities to all organisms as they compete for the biological-value afforded to them through their ecological engagement. This presents two fundamental requirements for perceiving such opportunities: to be able to recognise value and learning how to access new value. Though many theoretical accounts of how we might achieve such selectionist ends have been explored – how ‘perception’ and ‘learning’ resonate with life’s challenges and opportunities, to date, no explanation has yet been able to naturalise such perception adequately in the Universal laws that govern our existence – not only for explaining the human experience of the world, but in exploring the true nature of our perception. This thesis explores our perceptions of engaging with the world and seeks to explain how the demands of our experiences resonate with the efficient functioning of our brain. It proposes, that in a world of challenge and opportunity, rather than the efficient functioning of our neural resources, it is, instead, the optimising of ‘learning’ that is selected for, as an evolutionary priority. Building on existing literature in the fields of Phenomenology, Free Energy and Neuroscience, this thesis considers perception and learning as synonymous with the cognitive constructs of an ‘attention’ tuned for learning optimisation, and explores the processes of learning in neural function. It addresses the philosophical issues of how an individual’s perception of subjective experiences, might provide some empirical objectivity in proposing a ‘Tolerance’ hypothesis. This is a relative definition able to coordinate a ‘perception of experience’ in terms of an learning-function, grounded in free-energy theory (the laws of physics) and the ecological dynamics of a spontaneous or ‘self- organising’ mechanism – Divergent Criticality. The methodology incorporated three studies: Pilot, Developmental and Exploratory. Over the three studies, Divergent Criticality was tested by…
abstract: The natural world presents opportunities to all organisms as they compete for the biological-value afforded to them through their ecological engagement. This presents two fundamental requirements for perceiving such opportunities: to be able to recognise value and learning how to access new value. Though many theoretical accounts of how we might achieve such selectionist ends have been explored – how ‘perception’ and ‘learning’ resonate with life’s challenges and opportunities, to date, no explanation has yet been able to naturalise such perception adequately in the Universal laws that govern our existence – not only for explaining the human experience of the world, but in exploring the true nature of our perception. This thesis explores our perceptions of engaging with the world and seeks to explain how the demands of our experiences resonate with the efficient functioning of our brain. It proposes, that in a world of challenge and opportunity, rather than the efficient functioning of our neural resources, it is, instead, the optimising of ‘learning’ that is selected for, as an evolutionary priority. Building on existing literature in the fields of Phenomenology, Free Energy and Neuroscience, this thesis considers perception and learning as synonymous with the cognitive constructs of an ‘attention’ tuned for learning optimisation, and explores the processes of learning in neural function. It addresses the philosophical issues of how an individual’s perception of subjective experiences, might provide some empirical objectivity in proposing a ‘Tolerance’ hypothesis. This is a relative definition able to coordinate a ‘perception of experience’ in terms of an learning-function, grounded in free-energy theory (the laws of physics) and the ecological dynamics of a spontaneous or ‘self- organising’ mechanism – Divergent Criticality. The methodology incorporated three studies: Pilot, Developmental and Exploratory. Over the three studies, Divergent Criticality was tested by…
author: Larkin, D
keywords: BF Psychology, L Education (General)
date published: 2020-02
date modified: 2026-07-24T06:30:31Z
provider: Liverpool Jon Moores University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Liverpool John Moores University

PropertyValue
property ID: DOI
value: 10.24377/LJMU.t.00012222