David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
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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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.
Emmanuel Dupoux, Vincent de Gardelle & Sid Kouider (2008). Subliminal Speech Perception and Auditory Streaming. Cognition 109 (2):267-273.
Andy D. Mealor & Zoltan Dienes (2013). Explicit Feedback Maintains Implicit Knowledge. Consciousness and Cognition 22 (3):822-832.
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.
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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