David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Phenomenology and the Cognitive Sciences 8 (1):33-66 (2009)
Within Piaget there is an implicit theory of the development of explicit memory. It rests in the dynamical trajectory underlying the development of causality, object, space and time – a complex (COST) supporting a symbolic relationship integral to the explicit. Cassirer noted the same dependency in the phenomena of aphasias, insisting that a symbolic function is being undermined in these deficits. This is particularly critical given the reassessment of Piaget’s stages as the natural bifurcations of a self-organizing dynamic system. The elements of a theoretical framework required to support explicit memory are developed, to include, (1) the complex developmental trajectory supporting the emergence of the explicit in Piaget, (2) the concrete dynamical system and the concept of a non-differentiable time contained in Bergson’s theory required to support a conscious, as opposed to an implicit remembrance, (3) the relation to current theories of amnesia, difficulties posed by certain retrograde amnesic phenomena, the role of the hippocampus and limitations of connectionist models, (4) the fact that nowhere in this overall framework does the loss of explicit memory imply or require the destruction of experience “stored in the brain.”.
|Keywords||Explicit memory Symbolic function Retrograde amnesia Piaget Stage development Bergson Cassirer Hippocampus Time|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Ned Block (1995). On a Confusion About a Function of Consciousness. Brain and Behavioral Sciences 18 (2):227-–247.
Gordon H. Bower (1996). Reactivating a Reactivation Theory of Implicit Memory. Consciousness and Cognition 5 (1-2):27-72.
Charles J. Brainerd (1978). The Stage Question in Cognitive-Developmental Theory. Behavioral and Brain Sciences 1 (2):173.
Ernst Cassirer (1944). The Concept of Group and the Theory of Perception. Philosophy and Phenomenological Research 5 (1):1-36.
Citations of this work BETA
No citations found.
Similar books and articles
Neil W. Mulligan (1999). Applying a Theory of Implicit and Explicit Knowledge to Memory Research. Behavioral and Brain Sciences 22 (5):775-776.
Henry L. I. Roediger & Nader Amir (2005). Implicit Memory Tasks: Retention Without Conscious Recollection. In Amy Wenzel & David C. Rubin (eds.), Cognitive Methods and Their Application to Clinical Research. American Psychological Association. 121-127.
Robert Mathews & Ron Sun, The Symposium on the Synergy Between Implicit and Explicit Learning Processes.
Timothy P. McNamara (1997). Semantic Memory. Behavioral and Brain Sciences 20 (1):30-31.
Guy Pinku & Joseph Tzelgov (2006). Consciousness of the Self (COS) and Explicit Knowledge. Consciousness and Cognition 15 (4):655-661.
Yonatan Goshen-Gottstein (1999). The Functional Role of Representations Cannot Explain Basic Implicit Memory Phenomena. Behavioral and Brain Sciences 22 (5):768-769.
Niels A. Taatgen (1999). Implicit Versus Explicit: An ACT-R Learning Perspective. Behavioral and Brain Sciences 22 (5):785-786.
Added to index2009-01-28
Total downloads10 ( #154,106 of 1,101,880 )
Recent downloads (6 months)1 ( #306,556 of 1,101,880 )
How can I increase my downloads?