We all are rembrandt experts – or, how task dissociations in school learning effects support the discontinuity hypothesis
Behavioral and Brain Sciences 22 (3):381-382 (1999)
| Abstract | We argue that cognitive penetration in non-early vision extends beyond the special situations considered by Pylyshyn. Many situations which do not involve difficult stimuli or require expert skills nevertheless load on high-level cognitive processes. School learning effects illustrate this point: they provide a way to observe task dissociations which support the discontinuity hypothesis, but they show that the scope of visual cognition in our visual experience is often underestimated. | |||||||||
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Similar books and articlesPaul T. Sowden (1999). Expert Perceivers and Perceptual Learning. Behavioral and Brain Sciences 22 (3):396-397.
Eyal M. Reingold & Jeffrey Toth (1996). Process Dissociations Versus Task Dissociations: A Controversy in Progress. In G. Underwood (ed.), Implicit Cognition. Oxford University Press.
Sam Rakover (1993). Empirical Criteria for Task Susceptibility to Introspective Awareness and Awareness Effects. Philosophical Psychology 6 (4):451 – 467.
A. Richardson-Klavehn, John M. Gardiner & R. I. Java (1996). Memory: Task Dissociations, Process Dissociations and Dissociations of Consciousness. In G. Underwood (ed.), Implicit Cognition. Oxford University Press.
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