David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Consider the following three situations: learning to perform a complex skill such as gymastics (a stunning demonstration of which participants to ICP 2004 experienced during the opening ceremony), learning a complex game such as the ancient Chinese game of Weichi (more widely known as Go), or learning natural language. What these situations have in common, beyond the sheer complexity of the required skills, is the fact that most of what we learn about each appears to proceed in a manner that does not depend so much on the acquisition of explicit, declarative information or on the deployment of intentional strategies, but instead critically depends on repeated practice: Developing the skills needed to execute complex movements in gymnastics, to
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Anil K. Seth, Zoltan Dienes, Axel Cleeremans, Morten Overgaard & Luiz Pessoa (2008). Measuring Consciousness: Relating Behavioural and Neurophysiological Approaches. Trends in Cognitive Sciences 12 (8):314-321.
Hilde Haider, Alexandra Eichler & Thorsten Lange (2011). An Old Problem: How Can We Distinguish Between Conscious and Unconscious Knowledge Acquired in an Implicit Learning Task? Consciousness and Cognition 20 (3):658-672.
Feifei Li, Shan Jiang, Xiuyan Guo, Zhiliang Yang & Zoltan Dienes (2013). The Nature of the Memory Buffer in Implicit Learning: Learning Chinese Tonal Symmetries. Consciousness and Cognition 22 (3):920-930.
Jean-Christophe Sarrazin, Axel Cleeremans & Patrick Haggard (2008). How Do We Know What We Are Doing?: Time, Intention and Awareness of Action. Consciousness and Cognition 17 (3):602-615.
Luiz Pessoa Anil K. Seth, Zoltán Dienes, Axel Cleeremans, Morten Overgaard (2008). Measuring Consciousness: Relating Behavioural and Neurophysiological Approaches. Trends in Cognitive Sciences 12 (8):314.
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