Conscious and Unconscious Memory Edited by Rajendra Badgaiyan (Harvard University)

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  1. Alia Al-Saji (2004). The Memory of Another Past: Bergson, Deleuze and a New Theory of Time. Continental Philosophy Review 37 (2).
    Through the philosophies of Bergson and Deleuze, my paper explores a different theory of time. I reconstitute Deleuze’s paradoxes of the past in Difference and Repetition and Bergsonism to reveal a theory of time in which the relation between past and present is one of coexistence rather than succession. The theory of memory implied here is a non-representational one. To elaborate this theory, I ask: what is the role of the “virtual image” in Bergson’s Matter and Memory? Far from representing (...)
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  2. Natasha Alechina, Brian Logan, Hoang Nga Nguyen & Abdur Rakib (2009). Verifying Time, Memory and Communication Bounds in Systems of Reasoning Agents. Synthese 169 (2).
    We present a framework for verifying systems composed of heterogeneous reasoning agents, in which each agent may have differing knowledge and inferential capabilities, and where the resources each agent is prepared to commit to a goal (time, memory and communication bandwidth) are bounded. The framework allows us to investigate, for example, whether a goal can be achieved if a particular agent, perhaps possessing key information or inferential capabilities, is unable (or unwilling) to contribute more than a given portion of its (...)
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  3. Martha Wagner Alibali & Kenneth R. Koedinger (1999). The Developmental Progression From Implicit to Explicit Knowledge: A Computational Approach. Behavioral and Brain Sciences 22 (5):755-756.
    Dienes & Perner (D&P) argue that nondeclarative knowledge can take multiple forms. We provide empirical support for this from two related lines of research about the development of mathematical reasoning. We then describe how different forms of procedural and declarative knowledge can be effectively modeled in Anderson's ACT-R theory, contrasting this computational approach with D&P's logical approach. The computational approach suggests that the commonly observed developmental progression from more implicit to more explicit knowledge can be viewed as a consequence of (...)
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  4. M. T. Alkire, R. J. Haier, J. H. Fallon & S. J. Barker (1996). PET Imaging of Conscious and Unconscious Verbal Memory. Journal of Consciousness Studies 3:448-62.
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  5. Holly Andersen, Two Causal Mistakes in Wegner's Illusion of Conscious Will.
    Daniel Wegner argues that our feelings of conscious will are illusory: these feelings are not causally involved in the production of action, which is rather governed by unconscious neural processes. I argue that Wegner's interpretation of neuroscientific results rests on two fallacious causal assumptions, neither of which are supported by the evidence. Each assumption involves a Cartesian disembodiment of conscious will, and it is this disembodiment that results in the appearance of causal inefficacy, rather than any interesting features of conscious (...)
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  6. Norman H. Anderson (1997). Functional Memory Versus Reproductive Memory. Behavioral and Brain Sciences 20 (1):19-20.
    A functional theory of memory has already been developed as part of a general functional theory of cognition. The traditional conception of memory as “reproductive” touches on only a minor function. The primary function of memory is in constructing values for goal-directedness of everyday thought and action. This functional approach to memory rests on a solid empirical foundation.
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  7. Jackie Andrade (2001). Working Memory in Perspective. Psychology Press.
    In this book, experienced researchers in the field address the question: Will the model survive these challenges?
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  8. Ulrich Ansorge, Ingrid Scharlau, Manfred Heumann & Werner Klotz (2001). Visual Conscious Perception Could Be Grounded in a Nonconscious Sensorimotor Domain. Behavioral and Brain Sciences 24 (5):974-975.
    Visual conscious perception could be grounded in a nonconscious sensorimotor domain. Although invisible, information can be processed up to the level of response activation. Moreover, these nonconscious processes are modified by actual intentions. This notion bridges a gap in the theoretical framework of O'Regan & Noë.
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  9. Michael V. Antony (2008). Are Our Concepts Conscious State and Conscious Creature Vague? Erkenntnis 68 (2).
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  10. Michael V. Antony, Are Our Concepts "Conscious State" and "Conscious Creature" Vague?
    are sharp rather than vague, that they can have no borderline cases. On the other hand, many who take conscious states to be identical to, or realized by, complex physical states are committed to the vagueness of those concepts. In the paper I argue that conscious state and conscious creature are sharp by presenting four necessary conditions for conceiving borderline cases in general, and showing that some of those conditions cannot be met with conscious state. I conclude that conscious state (...)
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  11. Jose M. Arcaya (1989). Memory and Temporality: A Phenomenological Alternative. Philosophical Psychology 2 (1):101-110.
    The notion of memory storage, central to most contemporary theories of remembering, is challenged from a philosophical perspective as being contradictory and untenable. It criticizes this storage hypothesis as relying upon a linear explanation of time, an assumption which results in infinite regression, solipsism, and a failure to contact the real past. A model based on the phenomenological viewpoints of Edmund Husserl and Maurice Merleau-Ponty is offered as an alternative paradigm. Finally, a research method suggested by this descriptive approach to (...)
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  12. Aristotle, On Memory and Recollection.
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  13. Bernard J. Baars (2002). The Conscious Access Hypothesis: Origins and Recent Evidence. Trends in Cognitive Sciences 6 (1):47-52.
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  14. Bernard J. Baars (2001). A Biocognitive Approach to the Conscious Core of Immediate Memory. Behavioral and Brain Sciences 24 (1):115-116.
    The limited capacity of immediate memory “rides” on the even more limited capacity of consciousness, which reflects the dynamic activity of the thalamocortical core of the brain. Recent views of the conscious narrow-capacity component of the brain are explored with reference to global workspace theory (Baars 1988; 1993; 1998). The radical limits of immediate memory must be explained in terms of biocognitive brain architecture.
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  15. Bernard J. Baars (1998). Attention, Self, and Conscious Self-Monitoring. In A Cognitive Theory of Consciousness. Cambridge University Press.
    ?In everday language, the word ?attention? implies control of access to consciousness, and we adopt this usage here. Attention itself can be either voluntary or automatic. This can be readily modeled in the theory. Further, a contrastive analysis of spontaneously self?attributed vs. self?alien experiences suggests that ?self? can be interpreted as the more enduring, higher levels of the dominant context hierarchy, which create continuity over the changing flow of events. Since context is by definition unconscious in GW theory, self in (...)
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  16. Bernard J. Baars & Stan Franklin (2003). How Conscious Experience and Working Memory Interact. Trends in Cognitive Sciences 7 (4):166-172.
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  17. Bernard J. Baars, Uma Ramamurthy & Stan Franklin (2007). How Deliberate, Spontaneous, and Unwanted Memories Emerge in a Computational Model of Consciousness. In John H. Mace (ed.), Involuntary Memory. New Perspectives in Cognitive Psychology. Blackwell Publishing.
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  18. Bernard J. Baars, Thomas Zoega Ramsoy & Steven Laureys (2003). Brain, Conscious Experience, and the Observing Self. Trends in Neurosciences 26 (12):671-5.
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  19. E. Bacon, J. M. Danion, F. Kauffmann-Muller & A. Bruant (2001). Consciousness in Schizophrenia: A Metacognitive Approach to Semantic Memory. Consciousness and Cognition 10 (4):473-484.
    Recent studies have shown that schizophrenia may be a disease affecting the states of consciousness. The present study is aimed at investigating metamemory, i.e., the knowledge about one's own memory capabilities, in patients with schizophrenia. The accuracy of the Confidence level (CL) in the correctness of the answers provided during a recall phase, and the predictability of the Feeling of Knowing (FOK) when recall fails were measured using a task consisting of general information questions and assessing semantic memory. Nineteen outpatients (...)
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  20. A. D. Baddeley & Lawrence Weiskrantz (1993). Attention: Selection, Awareness, and Control. Oxford University Press.
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  21. Rajendra D. Badgaiyan (2005). Conscious Awareness of Retrieval: An Exploration of the Cortical Connectivity. International Journal of Psychophysiology 55 (2):257-262.
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  22. Rajendra D. Badgaiyan (2002). Nonconscious Processing, Anterior Cingulate, and Catatonia. Behavioral and Brain Sciences 25 (5):578-579.
    A composite cognitive model of a neuropsychiatric condition should integrate clinical symptoms with the impairments of cognitive information processing. A model of catatonia, for example, should emphasize deficits of nonconscious information processing that impair a patient's ability to use implicit motor feedback for execution and termination of a voluntary motor activity.
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  23. Renée Baillargeon (2004). Can 12 Large Clowns Fit in a Mini Cooper? Or When Are Beliefs and Reasoning Explicit and Conscious? Developmental Science 7 (4):422-424.
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  24. J. B. Baillie (1917). On the Nature of Memory-Knowledge. Mind 26 (103):249-272.
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  25. E. Balint (1987). Memory and Consciousness. International Journal of Psychoanalysis 68:475-483.
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  26. Zoltán Bánréti (1999). Interfaces in Memory. Behavioral and Brain Sciences 22 (1):96-96.
    A distinction between interpretive processing and post-interpretive processing calls for a consideration of interface relations in systems of verbal memory. Syntactic movement of a phrase and the cognitive system of thought/mind interact. Systems of declarative memory and procedural memory interact.
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  27. Moshe Bar (2000). Conscious and Nonconscious Processing of Visual Object Identity. In Yves Rossetti & Antti Revonsuo (eds.), Beyond Dissociation: Interaction Between Dissociated Implicit and Explicit Processing. John Benjamins.
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  28. Amanda Barnier & John Sutton (2008). From Individual Memory to Collective Memory: Theoretical and Empirical Perspectives. Memory 16 (3):177-182.
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  29. Lisa Feldman Barrett, Paula M. Niedenthal & Piotr Winkielman (2005). Emotion and Consciousness. Guilford Press.
    Presenting state-of-the-art work on the conscious and unconscious processes involved in emotion, this integrative volume brings together leading psychologists, ...
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  30. Henri Bergson (1991/2004). Matter and Memory. MIT Press.
    A monumental work by an important modern philosopher, Matter and Memory (1896) represents one of the great inquiries into perception and memory, movement and time, matter and mind. Nobel Prize-winner Henri Bergson surveys these independent but related spheres, exploring the connection of mind and body to individual freedom of choice. Bergson’s efforts to reconcile the facts of biology to a theory of consciousness offered a challenge to the mechanistic view of nature, and his original and innovative views exercised a profound (...)
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  31. Zara M. Bergström, Max Velmans, Jan de Fockert & Alan Richardson-Klavehn (2007). ERP Evidence for Successful Voluntary Avoidance of Conscious Recollection. Brain Research 1151:119-133.
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  32. Christopher J. Berry, David R. Shanks & Richard N. A. Henson (2006). On the Status of Unconscious Memory: Merikle and Reingold (1991) Revisited. Journal of Experimental Psychology 32 (4):925-934.
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  33. Dianne C. Berry & Zoltán Dienes (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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  34. John Bickle (2006). Reducing Mind to Molecular Pathways: Explicating the Reductionism Implicit in Current Cellular and Molecular Neuroscience. Synthese 151 (3):411-434.
    As opposed to the dismissive attitude toward reductionism that is popular in current philosophy of mind, a “ruthless reductionism” is alive and thriving in “molecular and cellular cognition”—a field of research within cellular and molecular neuroscience, the current mainstream of the discipline. Basic experimental practices and emerging results from this field imply that two common assertions by philosophers and cognitive scientists are false: (1) that we do not know much about how the brain works, and (2) that lower-level neuroscience cannot (...)
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  35. Ned Block (2003). Spatial Perception Via Tactile Sensation. Trends in Cognitive Sciences 7 (7):285-286.
    I’m now looking at a soccer ball and a Nintendo Game Cube, and thus am having a perceptual experience of a sphere and a cube. My friend, blind from birth, (who’s helping me with the cleaning) is touching these items, and is thus having a perceptual experience of the same things. Not only are we perceiving the same items, but in doing so we apply the terms ‘sphere’ and ‘cube’, respectively, to them. Are we, in doing so, applying the same, (...)
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  36. Jeffrey Blustein (2008). The Moral Demands of Memory. Cambridge University Press.
    There is considerable contemporary interest in memory, both within the academy and in the public sphere. Little has been written by moral philosophers on the subject, however. In this timely book, Jeffrey Blustein explores the moral aspects and implications of memory, both personal and collective. He provides a systematic and philosophically rigorous account of a morality of memory, focusing on the value of memory, its relationship to identity, and the responsibilities associated with memory.
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  37. Giacomo Bonanno (2003). Memory of Past Beliefs and Actions. Studia Logica 75 (1).
    Two notions of memory are studied both syntactically and semantically: memory of past beliefs and memory of past actions. The analysis is carried out in a basic temporal logic framework enriched with beliefs and actions.
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  38. Kate Booth (2008). Risdon Vale: Place, Memory, and Suburban Experience. Ethics, Place and Environment 11 (3):299 – 311.
    The author reflects upon the notions of personal memory, collective memory, myth, and evolved memory within her lived experience of Risdon Vale. These interrelated forms of memory influence understanding of place and sense of place. Personal memories corroborate and collaborate with intersubjective memories to inform collective memory. Both personal and collective memories are held within a fusion of cultural myths. Evolved memory binds us deeply within the history of the earth and the evolution of life. Risdon Vale provides fertile ground (...)
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  39. Jan Born & Ullrich Wagner (2004). Awareness in Memory: Being Explicit About the Role of Sleep. Trends in Cognitive Sciences 8 (6):242-244.
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  40. Robert F. Bornstein (1999). Unconscious Motivation and Phenomenal Knowledge: Toward a Comprehensive Theory of Implicit Mental States. Behavioral and Brain Sciences 22 (5):758-758.
    A comprehensive theory of implicit and explicit knowledge must explain phenomenal knowledge (e.g., knowledge regarding one's affective and motivational states), as well as propositional (i.e., “fact”-based) knowledge. Findings from several research areas (i.e., the subliminal mere exposure effect, artificial grammar learning, implicit and self-attributed dependency needs) are used to illustrate the importance of both phenomenal and propositional knowledge for a unified theory of implicit and explicit mental states.
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  41. Jill Boucher (1999). Time and the Implicit-Explicit Continuum. Behavioral and Brain Sciences 22 (5):758-759.
    Dienes & Perner's target article contains numerous but unsystematic references to the implicit or explicit knowledge of the temporal context of a known state of affairs such as may constitute the content of a propositional attitude. In this commentary, the forms of cognition that, according to D&P, require only implicit knowledge of time are contrasted with those for which explicit temporal knowledge is needed. It is suggested that the explicit representation of time may have been important in human evolution and (...)
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  42. Gordon H. Bower (1984). The Psychology of Learning and Motivation. Academic Press.
    ... depends on understanding their origins and roles in the cogni- THE PSYCHOLOGY OF LEARNING Copyright © by Academic Press, Inc. AND MOTIVATION, VOL. ...
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  43. Francis H. Bradley (1908). On Memory and Judgment. Mind 17 (66):153-174.
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  44. C. J. Brainerd, L. M. Stein & V. F. Reyna (1998). On the Development of Conscious and Unconscious Memory. Developmental Psychology 34:342-357.
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  45. Robert B. Brandom (1994). Making It Explicit: Reasoning, Representing, and Discursive Commitment. Harvard University Press.
    Where accounts of the relation between language and mind have traditionally rested on the concept of representation, this book sets out an alternate approach ...
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  46. Stephen Braude, Memory Without a Trace.
    Ever since Plato proposed that memories are analogous to im- pressions in wax, many have suggested that memories are formed through the creation of traces, representations of the things remem- bered. That is still the received view among most cognitive scientists, who believe the remaining challenge is simply to determine the pre- cise physical nature of memory traces. However, there are compelling reasons for thinking that this standard view of memory is profoundly wrongheaded — in fact, disguised nonsense. This paper (...)
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  47. Bruce Bridgeman (1999). Implicit and Explicit Representations of Visual Space. Behavioral and Brain Sciences 22 (5):759-760.
    The visual system captures a unique contrast between implicit and explicit representation where the same event (location of a visible object) is coded in both ways in parallel. A method of differentiating the two representations is described using an illusion that affects only the explicit representation. Consistent with predictions, implicit information is available only from targets presently visible, but, surprisingly, a two-alternative decision does not disturb the implicit representation.
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  48. Bruce Bridgeman (1992). Consciousness and Memory. Psycoloquy.
    Rosenthal makes assertions about what can and cannot happen without being conscious. Although his distinctions are informative, they do not substitute for data. We have little precise information that differentiates the immediate feeling of awareness, such as that possible for Korsakoff patients, from the later episodic memory of conscious experience. Appeals to introspection are useful starting points, but they are clearly are not to be trusted in this context. Rosenthal also asks why conscious thinking would be more efficacious than thinking (...)
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  49. Ingar Brinck (1999). Nonconceptual Content and the Distinction Between Implicit and Explicit Knowledge. Behavioral and Brain Sciences 22 (5):760-761.
    The notion of nonconceptual content in Dienes & Perner's theory is examined. A subject may be in a state with nonconceptual content without having the concepts that would be used to describe the state. Nonconceptual content does not seem to be a clear-cut case of either implicit or explicit knowledge. It underlies a kind of practical knowledge, which is not reducible to procedural knowledge, but is accessible to the subject and under voluntary control.
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  50. A. Buchner, E. Erdfelder & B. Vaterrodt-Plunnecke (1995). Toward Unbiased Measurement of Conscious and Unconscious Memory Processes Within the Process Dissociation Framework. Journal of Experimental Psychology 124:137-60.
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  51. Michael F. Bunting & Nelson Cowan (2005). Working Memory and Flexibility in Awareness and Attention. Psychological Research/Psychologische Forschung 69 (5):412-419.
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  52. Adrian P. Burgess & Lia Ali (2002). Functional Connectivity of Gamma EEG Activity is Modulated at Low Frequency During Conscious Recollection. International Journal of Psychophysiology 46 (2):91-100.
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  53. Laurie T. Butler & Dianne C. Berry (2001). Implicit Memory: Intention and Awareness Revisited. Trends in Cognitive Sciences 5 (5):192-197.
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  54. J. Campbell (1997). The Structure of Time in Autobiographical Memory. European Journal of Philosophy 5 (2):105-17.
    Much of ordinary memory is autobiographical; memory of what one saw and did, where and when. It may derive from your own past experiences, or from what other people told you about your past life. It may be phenomenologically rich, redolent of that autumn afternoon so long ago, or a few austere reports of what happened. But all autobiographical memory is first-person memory, stateable using ‘I’. It is a memory you would express by saying, ‘I remember I . . .’.
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  55. Alison Capon, Simon Handley & Ian Dennis (2003). Working Memory and Reasoning: An Individual Differences Perspective. Thinking and Reasoning 9 (3):203 – 244.
    This article reports three experiments that investigated the relationship between working memory capacity and syllogistic and five-term series spatial inference. A series of complex and simple verbal and spatial working memory measures were employed. Correlational analyses showed that verbal and spatial working memory span tasks consistently predicted syllogistic and spatial reasoning performance. A confirmatory factor analysis showed that three factors best accounted for the data--a verbal, a spatial, and a general factor. Syllogistic reasoning performance loaded all three factors, whilst spatial (...)
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  56. Brian Carr (2000). Sankara on Memory and the Continuity of the Self. Religious Studies 36 (4):419-434.
    An issue much discussed by Indian philosophers and Western philosophers alike is one that concerns the need to assume a continuing self (or subject of experience) in giving an account of the world and our experience of it. This paper concentrates on two arguments put forward by the eighth-century AD Indian philosopher Sankara, in a short passage of his commentary on Badarayana's Brahmasutra. The innovative peculiarity of these arguments is that they rest on an appeal to the content of memory (...)
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  57. Peter Carruthers (2007). The Illusion of Conscious Will. Synthese 96.
    Wegner (Wegner, D. (2002). The illusion of conscious will. MIT Press) argues that conscious will is an illusion, citing a wide range of empirical evidence. I shall begin by surveying some of his arguments. Many are unsuccessful. But one—an argument from the ubiquity of self-interpretation—is more promising. Yet is suffers from an obvious lacuna, offered by so-called ‘dual process’ theories of reasoning and decision making (Evans, J., & Over, D. (1996). Rationality and reasoning. Psychology Press; Stanovich, K. (1999). Who is (...)
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  58. Peter Carruthers (2006). Conscious Experience Versus Conscious Thought. In Uriah Kriegel & Kenneth Williford (eds.), Consciousness and Self-Reference. MIT Press.
    Are there different constraints on theories of conscious experience as against theories of conscious propositional thought? Is what is problematic or puzzling about each of these phenomena of the same, or of different, types? And to what extent is it plausible to think that either or both conscious experience and conscious thought involve some sort of selfreference? In pursuing these questions I shall also explore the prospects for a defensible form of eliminativism concerning conscious thinking, one that would leave the (...)
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  59. Peter Carruthers (1998). Conscious Thinking: Language or Elimination? Mind and Language 13 (4):457-476.
    Do we conduct our conscious propositional thinking in natural language? Or is such language only peripherally related to human conscious thought-processes? In this paper I shall present a partial defence of the former view, by arguing that the only real alternative is eliminativism about conscious propositional thinking. Following some introductory remarks, I shall state the argument for this conclusion, and show how that conclusion can be true. Thereafter I shall defend each of the three main premises in turn.
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  60. David J. Chalmers (1995). The Puzzle of Conscious Experience. Scientific American 273 (6):80-86.
    Conscious experience is at once the most familiar thing in the world and the most mysterious. There is nothing we know about more directly than consciousness, but it is extraordinarily hard to reconcile it with everything else we know. Why does it exist? What does it do? How could it possibly arise from neural processes in the brain? These questions are among the most intriguing in all of science.
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  61. Christopher Cherniak (1983). Rationality and the Structure of Memory. Synthese 57 (November):163-86.
    A tacit and highly idealized model of the agent's memory is presupposed in philosophy. The main features of a more psychologically realistic duplex (orn-plex) model are sketched here. It is argued that an adequate understanding of the rationality of an agent's actions is not possible without a satisfactory theory of the agent's memory and of the trade-offs involved in management of the memory, particularly involving compartmentalization of the belief set. The discussion identifies some basic constraints on the organization of knowledge (...)
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  62. Andy Clark (1991). In Defense of Explicit Rules. In William Ramsey, Stephen P. Stich & D. Rumelhart (eds.), Philosophy and Connectionist Theory. Lawrence Erlbaum.
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  63. Robert E. D. Clark & L. R. Squire (1998). Classical Conditioning and Brain Systems: The Role of Awareness. Science 280:77-81.
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  64. Axel Cleeremans, Implicit Learning in the Presence of Multiple Cues.
    In Proceedings of the 17th Annual Conference of the Cognitive Science Society, Hillsdale, NJ: Erlbaum, 1995.
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  65. Axel Cleeremans, Fishing with the Wrong Nets: How the Implicit Slips Through the Representational Theory of Mind.
    Dienes and Perner’s theory is not a satisfactory theory of implicit knowledge because by endorsing the representational theory of knowledge, the authors also inadvertently accept that only explicit knowledge can be causally efficacious, and hence that implicit knowledge is an inert category. This conflation between causal efficacy, knowledge, and explicitness is made clear through the authors' strategy, which consists of attributing any observable effect to the existence of representations that are as minimally explicit as needed to account for behavior. In (...)
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  66. Axel Cleeremans, Rules Vs. Statistics in Implicit Learning of Biconditional Grammars.
    A significant part of everyday learning occurs incidentally — a process typically described as implicit learning. A central issue in this domain and others, such as language acquisition, is the extent to which performance depends on the acquisition and deployment of abstract rules. Shanks and colleagues [22], [11] have suggested (1) that discrimination between grammatical and ungrammatical instances of a biconditional grammar requires the acquisition and use of abstract rules, and (2) that training conditions — in particular whether instructions orient (...)
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  67. Axel Cleeremans (2006). Time, Action, and Consciousness. Human Movement Science.
    Time plays a central role in consciousness, at different levels and in different aspects of information processing. Subliminal perception experiments demonstrate that stimuli presented too briefly to enter conscious awareness are nevertheless processed to some extent. Implicit learning, implicit memory, and conditioning studies suggest that the extent to which memory traces are available for verbal report and for cognitive control is likewise dependent on the time available for processing during acquisition. Differences in the time available for processing also determine not (...)
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  68. Axel Cleeremans (2003). The Unity of Consciousness: Binding, Integration, and Dissociation. Oxford University Press.
  69. Axel Cleeremans (1998). Implicit Learning. Trends in Cognitive Sciences 2 (10):406-416.
    Implicit learning is the process through which we become sensitive to certain regularities in the environment (1) in the absence of intention to learn about those regularities (2) in the absence of awareness that one is learning, and (3) in such a way that the resulting knowledge is difficult to express.
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  70. 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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  71. Axel Cleeremans (1994). Attention and Awareness in Sequence Learning. Proceedings of the Fiftheenth Annual Conference of the Cognitive Science Society:227-232.
    referred to as implicit learning (Reber, 1989). Implicit learning contrasts with explicit learning (exhibited for.
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  72. 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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  73. 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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  74. 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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  75. Axel Cleeremans & Luis Jimenez (2002). Implicit Learning and Consciousness: A Graded, Dynamic Perspective. In Robert M. French & Axel Cleeremans (eds.), Implicit Learning and Consciousness: An Empirical. Psychology Press.
    While the study of implicit learning is nothing new, the field as a whole has come to embody — over the last decade or so — ongoing questioning about three of the most fundamental debates in the cognitive sciences: The nature of consciousness, the nature of mental representation (in particular the difficult issue of abstraction), and the role of experience in shaping the cognitive system. Our main goal in this chapter is to offer a framework that attempts to integrate current (...)
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  76. F. Clement & Abraham J. Malerstein (2003). What is It Like to Be Conscious? The Ontogenesis of Consciousness. Philosophical Psychology 16 (1):67-85.
    In recent years, numerous studies have tried to highlight, from a naturalistic point of view, the apparent mysteries of consciousness. Many authors concentrated their efforts on explaining the phylogenetic origins of consciousness. Paradoxically, comments on the ontogenesis of consciousness are almost nonexistent. By crossing the results of psychology of development with a philosophical analysis, this paper aims to make up for this omission. After having characterized the different conceptual aspects of consciousness, we combine these, with observations made by developmental psychologists, (...)
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  77. Patricia Ticineto Clough (2000). The Technical Substrates of Unconscious Memory: Rereading Derrida's Freud in the Age of Teletechnology. Sociological Theory 18 (3):383-398.
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  78. Anton Coenen (2005). Where is the Classic Interference Theory for Sleep and Memory? Behavioral and Brain Sciences 28 (1):67-68.
    Walker's target article proposes a refinement of the well known two-stage model of memory formation to explain the positive effects of sleep on consolidation. After a first stage in which a labile memory representation is formed, a further stabilisation of the memory trace takes place in the second stage, which is dependent on (REM) sleep. Walker has refined the latter stage into a stage in which a consolidation-based enhancement occurs. It is not completely clear what consolidation-based enhancement implies and how (...)
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  79. Jonathan D. Cohen & Jonathan W. Schooler (1997). Scientific Approaches to Consciousness. Lawrence Erlbaum.
  80. A. Collins, S. Gathercole, Martin A. Conway & P. E. Morris (1993). Theories of Memory. Lawrence Erlbaum.
    This is a collection of chapters by some of the most influential memory researchers.
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  81. James W. Cornman (1965). Malcolm's Mistaken Memory. Analysis 25 (April):161-167.
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  82. Nelson Cowan (2003). Varieties of Procedural Accounts of Working Memory Retention Systems. Behavioral and Brain Sciences 26 (6):731-732.
    The present commentary agrees with many of the points made by Ruchkin et al., but brings up several important differences in assumptions. These assumptions have to do with the nature of the capacity limit in working memory and the possible bases of working-memory activation.
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  83. Nelson Cowan (2001). The Magical Number 4 in Short-Term Memory: A Reconsideration of Mental Storage Capacity. Behavioral and Brain Sciences 24 (1):87-114.
    Miller (1956) summarized evidence that people can remember about seven chunks in short-term memory (STM) tasks. However, that number was meant more as a rough estimate and a rhetorical device than as a real capacity limit. Others have since suggested that there is a more precise capacity limit, but that it is only three to five chunks. The present target article brings together a wide variety of data on capacity limits suggesting that the smaller capacity limit is real. Capacity limits (...)
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  84. Carl F. Craver (2003). The Making of a Memory Mechanism. Journal of the History of Biology 36 (1):153-95.
  85. J. E. Creighton (1910). The Notion of the Implicit in Logic. Philosophical Review 19 (1):53-62.
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  86. Arnold Cusmariu (1980). A Definition of Impure Memory. Philosophical Studies 38 (3):305-308.
    Norman Malcolm has maintained that impure memory is a de dicto mixture of factual memory and later knowledge or inference. E. Stiffler objects that impure memory must be given a de re analysis because later knowledge must be applied to earlier memory to yield impure memory. I show that the conditions of Stiffler's de re analysis are neither necessary nor sufficient and that Malcolm can easily give a de dicto solution to the application problem.
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  87. Jean-Marie Danion, Christine Cuervo, Pascale Piolino, Caroline Huron, Marielle Riutort, Charles S. Peretti & Francis Eustache (2005). Conscious Recollection in Autobiographical Memory: An Investigation in Schizophrenia. Consciousness and Cognition 14 (3):535-547.
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  88. Martin Davies (2001). Explicit and Implicit Knowledge: Philosophical Aspects. In N.J. Smelser & P.B Baltes (eds.), International Encyclopedia of the Social and Behavioral Sciences. Amsterdam: Elsevier Science Ltd.
    from the fact that the subject reacts faster to those words than to words that were not on the list. The subject.
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  89. Martin Davies (1995). Two Notions of Implicit Rules. Philosophical Perspectives 9:153-83.
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  90. Dorothea Debus (2008). Experiencing the Past: A Relational Account of Recollective Memory. Dialectica 62 (4):405-432.
    Sometimes we remember past objects or events in a vivid, experiential way. The present paper addresses some fundamental questions about the metaphysics of such experiential or 'recollective' memories. More specifically, it develops the 'Relational Account' of recollective memory, which consists of the following three claims. (1) A subject who recollectively remembers (or 'R-remembers') a past object or event stands in an experiential relation (namely, a 'recollective relation') to the relevant past object or event. (2) The R-remembered object or event itself (...)
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  91. Anne P. DePrince, Carolyn B. Allard, Hannah Oh & Jennifer J. Freyd (2004). What's in a Name for Memory Errors? Implications and Ethical Issues Arising From the Use of the Term "False Memory" for Errors in Memory for Details. Ethics and Behavior 14 (3):201 – 233.
    The term "false memories" has been used to refer to suggestibility experiments in which whole events are apparently confabulated and in media accounts of contested memories of childhood abuse. Since 1992 psychologists have increasingly used the term "false memory" when discussing memory errors for details, such as specific words within word lists. Use of the term to refer to errors in details is a shift in language away from other terms used historically (e.g., "memory intrusions"). We empirically examine this shift (...)
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  92. Arnaud Destrebecqz & Axel Cleeremans (2001). Can Sequence Learning Be Implicit? New Evidence with the Process Dissociation Procedure. Psychonomic Bulletin and Review 8 (2):343-350.
    Running head: Implicit sequence learning ABSTRACT Can we learn without awareness? Although this issue has been extensively explored through studies of implicit learning, there is currently no agreement about the extent to which knowledge can be acquired and projected onto performance in an unconscious way. The controversy, like that surrounding implicit memory, seems to be at least in part attributable to unquestioned acceptance of the unrealistic assumption that tasks are process-pure, that is, that a given task exclusively involves either implicit (...)
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  93. Arnaud Destrebecqz & Philippe Peigneux (2005). Methods for Studying Unconscious Learning. Progress in Brain Research 150:69-80.
    One has to face numerous difficulties when trying to establish a dissociation between conscious and unconscious knowledge. In this paper, we review several of these problems as well as the different methodological solutions that have been proposed to address them. We suggest that each of the different methodological solutions offered refers to a different operational definition of consciousness, and present empirical examples of sequence learning studies in which these different procedures were applied to differentiate between implicit and explicit knowledge acquisition. (...)
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  94. Arnaud Destrebecqz, Philippe Peigneux, Steven Laureys, Christian Degueldre, Guy Del Fiore, Joel Aerts, Andre Luxen, Martia Van Der Linden, Axel Cleeremans & Pierre Maquet (2005). The Neural Correlates of Implicit and Explicit Sequence Learning: Interacting Networks Revealed by the Process Dissociation Procedure. Learning and Memory 12 (5):480-490.
    In cognitive neuroscience, dissociating the brain networks that ing—has thus become one of the best empirical situations subtend conscious and nonconscious memories constitutes a through which to study the mechanisms of implicit learning, very complex issue, both conceptually and methodologically.
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  95. Arnaud Destrebecqz, Philippe Peigneux, Steven Laureys, Christian Degueldre, Guy Del Fiore, Joel Aerts, Andre Luxen, Martial van der Linden, Axel Cleeremans & Pierre Maquet (2003). Cerebral Correlates of Explicit Sequence Learning. Cognitive Brain Research 16 (3):391-398.
    Using positron emission tomography (PET) and regional cerebral blood flow (rCBF) measurements, we investigated the cerebral correlates of consciousness in a sequence learning task through a novel application of the Process Dissociation Procedure, a behavioral paradigm that makes it possible to separately assess conscious and unconscious contributions to performance. Results show that the metabolic response in the anterior cingulate / mesial prefrontal cortex (ACC / MPFC) is exclusively and specifically correlated with the explicit component of performance during recollection of a (...)
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  96. Zoltán Dienes & Dianne C. Berry (1997). Implicit Learning: Below the Subjective Threshold. Psychonomic Bulletin and Review 4:3-23.
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  97. Zoltán Dienes & Josef Perner (2003). Unifying Consciousness with Explicit Knowledge. In Axel Cleeremans (ed.), The Unity of Consciousness. Oxford University Press.
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  98. Zoltan Dienes & Josef Perner (2002). What Sort of Representation is Conscious? Behavioral and Brain Sciences 25 (3):336-337.
    We consider Perruchet & Vinter's (P&V's) central claim that all mental representations are conscious. P&V require some way of fixing their meaning of representation to avoid the claim becoming either obviously false or unfalsifiable. We use the framework of Dienes and Perner (1999) to provide a well-specified possible version of the claim, in which all representations of a minimal degree of explicitness are postulated to be conscious.
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  99. Zoltán Dienes & Josef Perner (1999). A Theory of Implicit and Explicit Knowledge. Behavioral And Brain Sciences 22 (5):735-808.
  100. Ralf Dohrenbusch, O. Berndt Scholz & Ralf Ott (2006). Conscious and Preconscious Uses of Memory in Patients with Depressive and Somatoform Disorders. Journal of Psychopathology and Behavioral Assessment 28 (2):69-77.
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