David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Psychonomic Bulletin and Review 8 (2):343-350 (2001)
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 or explicit knowledge.
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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.
James R. Schmidt & Jan De Houwer (2012). Learning, Awareness, and Instruction: Subjective Contingency Awareness Does Matter in the Colour-Word Contingency Learning Paradigm. Consciousness and Cognition 21 (4):1754-1768.
Michał Wierzchoń, Dariusz Asanowicz, Borysław Paulewicz & Axel Cleeremans (2012). Subjective Measures of Consciousness in Artificial Grammar Learning Task. Consciousness and Cognition 21 (3):1141-1153.
Qiufang Fu, Zoltán Dienes & Xiaolan Fu (2010). Can Unconscious Knowledge Allow Control in Sequence Learning? Consciousness and Cognition 19 (1):462-474.
Elisabeth Norman, Mark C. Price & Emma Jones (2011). Measuring Strategic Control in Artificial Grammar Learning. Consciousness and Cognition 20 (4):1920-1929.
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