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  1. Diego Alonso, Luis J. Fuentes & Bernhard Hommel (2006). Unconscious Symmetrical Inferences: A Role of Consciousness in Event Integration. Consciousness and Cognition 15 (2):386-396.
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  2. Luis M. Augusto (2010). Unconscious Knowledge: A Survey. Advances in Cognitive Psychology 6:116-141.
    The concept of unconscious knowledge is fundamental for an understanding of human thought processes and mentation in general; however, the psychological community at large is not familiar with it. This paper offers a survey of the main psychological research currently being carried out into cognitive processes, and examines pathways that can be integrated into a discipline of unconscious knowledge. It shows that the field has already a defined history and discusses some of the features that all kinds of unconscious knowledge (...)
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  3. Peter J. Bayley, Jennifer C. Frascino & Larry R. Squire (2005). Robust Habit Learning in the Absence of Awareness and Independent of the Medial Temporal Lobe. Nature 436 (7050):550-553.
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  4. G. Berrios & J. Hodges (eds.) (2000). Memory Disorders in Psychiatric Practice. Cambridge University Press.
    Throwing new light on established conditions and introducing two new syndromes, this book is a major contribution to the clinical management of memory disorders ...
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  5. Dianne C. Berry (1997). How Implicit is Implicit Learning? Oxford University Press.
  6. Dianne C. Berry (1994). Implicit Learning: Twenty-Five Years On. A Tutorial. In Carlo Umilta & Morris Moscovitch (eds.), Consciousness and Unconscious Information Processing: Attention and Performance 15. MIT Press.
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  7. Dianne C. Berry & Zoltán Dienes (eds.) (1993). Implicit Learning: Theoretical and Empirical Issues. Lawrence Erlbaum Associates.
    This book presents an overview of these studies and attempts to clarify apparently disparate results by placing them in a coherent theoretical framework.
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  8. Myles Bogner, Uma Ramamurthy & Stan Franklin (2000). Consciousness and Conceptual Learning in a Socially Situated Agent. In Kerstin Dauthenhahn (ed.), Human Cognition and Social Agent Technology. Amsterdam: John Benjamins Publishing Company. 113--135.
  9. Maud Boyer, Arnaud Destrebecqz & Axel Cleeremans, The Serial Reaction Task: Learning Without Knowing, or Knowing Without Learning?
    Maud Boyer Arnaud Destrebecqz Axel Cleeremans.
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  10. Nathan Brody (1989). Unconscious Learning of Rules: Comment on Reber's Analysis of Implicit Learning. Journal of Experimental Psychology 118:236-238.
  11. J. M. Brunstrom (2004). Does Dietary Learning Occur Outside Awareness? Consciousness and Cognition 13 (3):453-470.
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  12. Richard A. Carlson & Donelson E. Dulany (1985). Conscious Attention and Abstraction in Concept Learning. Journal of Experimental Psychology 11:45-58.
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  13. Dominic T. Cheng (2006). Neural Correlates of Response Expression During Fear Learning: Conditioning and Awareness. Dissertation, University of Wisconsin
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  14. Robert E. Clark, Joseph R. Manns & Larry R. Squire (2002). Classical Conditioning, Awareness, and Brain Systems. Trends in Cognitive Sciences 6 (12):524-531.
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  15. Axel Cleeremans (1997). Principles for Implicit Learning. In Dianne C. Berry (ed.), How Implicit is Implicit Learning? Oxford University Press.
    Complete URL to this document: http://srsc.ulb.ac.be/axcWWW/93-Principles.html.
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  16. Axel Cleeremans (1993). Mechanisms of Implicit Learning: Connectionist Models of Sequence Processing. MIT Press.
    What do people learn when they do not know that they are learning? Until recently, all of the work in the area of implicit learning focused on empirical questions and methods. In this book, Axel Cleeremans explores unintentional learning from an information-processing perspective. He introduces a theoretical framework that unifies existing data and models on implicit learning, along with a detailed computational model of human performance in sequence-learning situations.
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  17. Axel Cleeremans, Arnaud Destrebecqz & Maud Boyer (1998). Implicit Learning: News From the Front. Trends in Cognitive Sciences 2 (10):406-416.
    69 Thompson-Schill, S.L. _et al. _(1997) Role of left inferior prefrontal cortex 59 Buckner, R.L. _et al. _(1996) Functional anatomic studies of memory in retrieval of semantic knowledge: a re-evaluation _Proc. Natl. Acad._ retrieval for auditory words and pictures _J. Neurosci. _16, 6219–6235 _Sci. U. S. A. _94, 14792–14797 60 Buckner, R.L. _et al. _(1995) Functional anatomical studies of explicit and 70 Baddeley, A. (1992) Working memory: the interface between memory implicit memory retrieval tasks _J. Neurosci. _15, 12–29 and cognition (...)
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  18. Axel Cleeremans & L. JimC)nez (1998). Implicit Sequence Learning: The Truth is in the Details. In Michael A. Stadler & Peter A. Frensch (eds.), Handbook of Implicit Learning. Newbury Park, CA: Sage.
    Over the past decade, sequence learning has gradually become a central paradigm through which to study implicit learning. In this chapter, we start by briefly summarizing the results obtained with different variants of the sequence learning paradigm. We distinguish three subparadigms in terms of whether the stimulus material is generated either by following a fixed and repeating sequence (e.g., Nissen & Bullemer, 1987), by relying on a complex set of rules from which one can produce several alternative deterministic sequences (e.g., (...)
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  19. Jonathan D. Cohen & Jonathan W. Schooler (eds.) (1997). Scientific Approaches to Consciousness. Lawrence Erlbaum.
  20. Martin A. Conway, A. F. Collins, Stephen J. Anderson & G. Cohen (1998). Changes in Memory Awareness During Learning: The Acquisition of Knowledge by Psychology Undergraduates. Journal of Experimental Psychology.
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  21. Tim Curran (1995). On the Neural Mechanisms of Sequence Learning. Psyche 2 (12).
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  22. Kerstin Dauthenhahn (ed.) (2000). Human Cognition and Social Agent Technology. Amsterdam: John Benjamins Publishing Company.
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  23. Bettina Davou (2002). Unconscious Processes Influencing Learning. Psychodynamic Practice 8 (3):277-294.
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  24. Arnaud Destrebecqz & Philippe Peigneux (2006). Methods for Studying Unconscious Learning. In Steven Laureys (ed.), Boundaries of Consciousness. Elsevier.
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  25. S. Devriese, W. Winters, I. van Diest & O. van den Bergh (2004). Contingency Awareness in a Symptom Learning Paradigm: Necessary but Not Sufficient? Consciousness and Cognition 13 (3):439-452.
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  26. Zoltán Dienes & Dianne C. Berry (1997). Implicit Learning: Below the Subjective Threshold. Psychonomic Bulletin and Review 4:3-23.
  27. Zoltán Dienes & Josef Perner (2003). Unifying Consciousness with Explicit Knowledge. In Axel Cleeremans (ed.), The Unity of Consciousness. Oxford University Press. 214--232.
  28. Zoltán Dienes & Josef Perner (1999). A Theory of Implicit and Explicit Knowledge. Behavioral and Brain Sciences 22 (5):735-808.
    The implicit-explicit distinction is applied to knowledge representations. Knowledge is taken to be an attitude towards a proposition which is true. The proposition itself predicates a property to some entity. A number of ways in which knowledge can be implicit or explicit emerge. If a higher aspect is known explicitly then each lower one must also be known explicitly. This partial hierarchy reduces the number of ways in which knowledge can be explicit. In the most important type of implicit knowledge, (...)
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  29. Zoltán Dienes & Ryan Scott (2005). Measuring Unconscious Knowledge: Distinguishing Structural Knowledge and Judgment Knowledge. Psychological Research/Psychologische Forschung 69 (5):338-351.
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  30. T. Dixon & Deryck Horton (eds.) (1968). Verbal Behavior and General Behavior Theory. Prentice-Hall.
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  31. Gary L. Drescher (1991). Made-Up Minds: A Constructivist Approach to Artificial Intelligence. Cambridge: MIT Press.
    Made-Up Minds addresses fundamental questions of learning and concept invention by means of an innovative computer program that is based on the cognitive ...
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  32. Donelson E. Dulany (1968). Awareness, Rules, and Propositional Control: A Confrontation with s-R Behavior Theory. In T. Dixon & Deryck Horton (eds.), Verbal Behavior and General Behavior Theory. Prentice-Hall.
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  33. Donelson E. Dulany, Richard A. Carlson & G. I. Dewey (1985). On Consciousness in Syntactic Learning and Judgment: A Reply to Reber, Allen, and Regan. Journal of Experimental Psychology 114:25-32.
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  34. Donelson E. Dulany, Richard A. Carlson & G. I. Dewey (1984). A Case of Syntactical Learning and Judgment: How Conscious and How Abstract? Journal of Experimental Psychology 113:541-555.
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  35. Alex B. Fine & T. Florian Jaeger (2013). Evidence for Implicit Learning in Syntactic Comprehension. Cognitive Science 37 (3):578-591.
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  36. Eamon P. Fulcher & Marianne Hammerl (2001). When All is Considered: Evaluative Learning Does Not Require Contingency Awareness. Consciousness and Cognition 10 (4):567-573.
    We argue that the effects of evaluative learning may occur (a) without conscious perception of the affective stimuli, (b) without awareness of the stimulus contingencies, and (c) without any awareness that learning has occurred at all. Whether the three experiments reported in our target article provide conclusive evidence for either or any of these assertions is discussed in the commentaries of De Houwer and Field. We respond with the argument that when considered alongside other studies carried out over the past (...)
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  37. J. Furedy, B. Damke & W. Boucsein (2000). Revisiting the Learning-Without-Awareness Question in Human Pavlovian Autonomic Conditioning: Focus on Extinction in a Dichotic Listening Paradigm. Integrative Physiological and Behavioral Science 35 (1):17-34.
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  38. John M. Gardiner (1996). On Consciousness in Relation to Memory and Learning. In Max Velmans (ed.), The Science of Consciousness. Routledge.
  39. Laurence J. Gould, Lionel F. Stapley & Mark Stein (eds.) (2004). Experiential Learning in Organizations: Applications of the Tavistock Group Relations Approach: Contributions in Honour of Eric J. Miller. Karnac Books.
    The papers in this book address the broad issues of authority, leadership and organizational culture, whilst concentrating on other issues in-depth, such as inter-group conflict, and gender and race relations in the workplace.
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  40. Anthony J. Greene, Barbara Spellman, Jeffery A. Dusek, Howard B. Eichenbaum & William B. Levy (2001). Relational Learning with and Without Awareness: Transitive Inference Using Nonverbal Stimuli in Humans. Memory and Cognition 29 (6):893-902.
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  41. Hilde Haider & Peter A. Frensch (2005). The Generation of Conscious Awareness in an Incidental Learning Situation. Psychological Research/Psychologische Forschung 69 (5):399-411.
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  42. Marianne Hammerl (2000). I Like It, but Only When I'm Not Sure Why: Evaluative Conditioning and the Awareness Issue. Consciousness and Cognition 9 (1):37-40.
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  43. Frank Hammonds (2006). Toward an "Awareness" of the Relationship Between Task Performance and Own Verbal Accounts of That Performance. Analysis of Verbal Behavior 22:101-110.
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  44. Georgina Jackson & Stephen Jackson (1995). Do Measures of Explicit Learning Actually Measure What is Being Learnt in the Serial Reaction Time Task? Psyche 2 (20).
    Studies of implicit learning have shown that individuals exposed to a rule-governed environment often learn to exploit 'rules' which describe the structural relationship between environmental events. While some authors have interpreted such demonstrations as evidence for functionally separate implicit learning systems, others have argued that the observed changes in performance result from explicit knowledge which has been inadequately assessed. In this paper we illustrate this issue by considering one commonly used implicit learning task, the Serial reaction time task, and outline (...)
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  45. L. JimC)nez, C. MC)ndez & Axel Cleeremans (1996). Comparing Direct and Indirect Measures of Implicit Learning. Journal of Experimental Psychology.
  46. Luis Jimenez (ed.) (2003). Attention and Implicit Learning. John Benjamins.
  47. Luis Jimenez (2003). Intention, Attention, and Consciousness in Probabilistic Sequence Learning. In , Attention and Implicit Learning. John Benjamins.
  48. John F. Kihlstrom (1996). Perception Without Awareness of What is Perceived, Learning Without Awareness of What is Learned. In Max Velmans (ed.), The Science of Consciousness. Routledge.
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  49. David C. Knight, Hanh T. Nguyen & Peter A. Bandettini (2006). The Role of Awareness in Delay and Trace Fear Conditioning in Humans. Cognitive, Affective and Behavioral Neuroscience 6 (2):157-162.
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  50. Kevin B. Korb (2004). Introduction: Machine Learning as Philosophy of Science. Minds and Machines 14 (4):433-440.
    I consider three aspects in which machine learning and philosophy of science can illuminate each other: methodology, inductive simplicity and theoretical terms. I examine the relations between the two subjects and conclude by claiming these relations to be very close.
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