David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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In Robert M. French & Axel Cleeremans (eds.), Implicit Learning and Consciousness: An Empirical. Psychology Press (2002)
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 thinking about these three issues in a way that specifically links consciousness with adaptation and learning. Our assumptions about this relationship are rooted in further assumptions about the nature of processing and of representation in cognitive systems. When considered together, we believe that these assumptions offer a new perspective on the relationships between conscious and unconscious processing and on the function of consciousness in cognitive systems
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Citations of this work BETA
J. Smallwood, J. B. Davies, D. Heim, F. Finnigan, M. Sudberry & Obonsawin M. O'Connor R. (2004). Subjective Experience and the Attentional Lapse: Task Engagement and Disengagement During Sustained Attention. Consciousness and Cognition 13 (4):657-90.
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.
Qiufang Fu, Zoltán Dienes & Xiaolan Fu (2010). Can Unconscious Knowledge Allow Control in Sequence Learning? Consciousness and Cognition 19 (1):462-474.
Bruno Berberian, Stephanie Chambaron-Ginhac & Axel Cleeremans (2010). Action Blindness in Response to Gradual Changes. Consciousness and Cognition 19 (1):152-171.
Daniel J. Sanchez & Paul J. Reber (2013). Explicit Pre-Training Instruction Does Not Improve Implicit Perceptual-Motor Sequence Learning. Cognition 126 (3):341-351.
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