Behavioral and Brain Sciences 22 (5):768-769 (1999)
|Abstract||The propositional account of explicit and implicit knowledge interprets cognitive differences between direct and indirect test performance as emerging from the elements in different hierarchical levels of the propositional representation that have been made explicit. The hierarchical nature of explicitness is challenged, however, on the basis of neuropsychological dissociations between direct and indirect tests of memory, as well as the stochastic independence that has been observed between these two types of tests. Furthermore, format specificity on indirect test of memory challenges the basic notion of a propositional theory of implicit and explicit knowledge.|
|Keywords||No keywords specified (fix it)|
|Through your library||Configure|
Similar books and articles
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.
Josef Perner & Zoltan Dienes (1999). Deconstructing RTK: How to Explicate a Theory of Implicit Knowledge. Behavioral and Brain Sciences 22 (5):790-801.
David C. Noelle (1999). Explicit to Whom? Accessibility, Representational Homogeneity, and Dissociable Learning Mechanisms. Behavioral and Brain Sciences 22 (5):777-778.
Carolyn Rovee-Collier, Harlene Hayne & Michael Colombo (2001). The Development of Implicit and Explicit Memory. Amsterdam: J Benjamins.
Axel Cleeremans, Arnaud Destrebecqz & Maud Boyer (1998). Implicit Learning: News From the Front. Trends in Cognitive Sciences 2 (10):406-416.
Philip M. Merikle & Eyal M. Reingold (1991). Comparing Direct (Explicit) to Indirect (Implicit) Measures to Study Unconscious Memory. Journal Of Experimental Psychology-Learning Memory And Cognition 17 (2):224-233.
Peter A. Bibby & Geoffrey Underwood (1999). Volitional Control in the Learning of Artificial Grammars. Behavioral and Brain Sciences 22 (5):757-758.
Timothy P. McNamara (1997). Semantic Memory. Behavioral and Brain Sciences 20 (1):30-31.
Niels A. Taatgen (1999). Implicit Versus Explicit: An ACT-R Learning Perspective. Behavioral and Brain Sciences 22 (5):785-786.
Neil W. Mulligan (1999). Applying a Theory of Implicit and Explicit Knowledge to Memory Research. Behavioral and Brain Sciences 22 (5):775-776.
Added to index2009-01-28
Total downloads2 ( #232,684 of 550,854 )
Recent downloads (6 months)0
How can I increase my downloads?