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  1. Vinciane Gaillard, Arnaud Destrebecqz & Axel Cleeremans (2012). The Influence of Articulatory Suppression on the Control of Implicit Sequence Knowledge. Frontiers in Human Neuroscience 6.
    The present study investigated the consciousness-control relationship by suppressing the possibility to exert executive control on incidentally acquired knowledge. Participants performed a serial reaction time (SRT) task, followed by a sequence generation task under inclusion and exclusion instructions and a sequence recognition task. The generation task requires control on the sequential knowledge that has been incidentally acquired. We manipulated the possibility for participants to recruit control processes in the generation task in three different conditions. In addition to a control condition, (...)
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  2. Ana Franco, Axel Cleeremans & Arnaud Destrebecqz (2011). Statistical Learning of Two Artificial Languages Presented Successively: How Conscious? Frontiers in Psychology 2.
    Statistical learning is assumed to occur automatically and implicitly, but little is known about the extent to which the representations acquired over training are available to conscious awareness. In this study, we focus whether the knowledge acquired in a statistical learning situation is conscious or not. Here, participants were first exposed to an artificial language presented auditorily. Immediately thereafter, they were exposed to a second artificial language. . Both languages were composed of the same corpus of syllables and differed only (...)
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  3. Arnaud Destrebecqz & Philippe Peigneux (2006). Methods for Studying Unconscious Learning. In Steven Laureys (ed.), Boundaries of Consciousness. Elsevier.
  4. Vincian Gaillard, Muriel Vandenberghe, Arnaud Destrebecqz & Axel Cleeremans (2006). First and Third-Person Approaches in Implicit Learning Research. Consciousness and Cognition 15 (4):709-722.
    How do we find out whether someone is conscious of some information or not? A simple answer is “We just ask them”! However, things are not so simple. Here, we review recent developments in the use of subjective and objective methods in implicit learning research and discuss the highly complex methodological problems that their use raises in the domain.
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  5. Axel Cleeremans & Arnaud Destrebecqz (2005). Real Rules Are Conscious. Behavioral and Brain Sciences 28 (1):19-20.
    68 words Main Text: 1256 words References: 192 words Total Text: 1516 words.
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  6. Arnaud Destrebecqz, Philippe Peigneux, Steven Laureys, Christian Degueldre, Guy Del Fiore, Joel Aerts, Andre Luxen, Martia Van Der Linden, Axel Cleeremans & Pierre Maquet (2005). The Neural Correlates of Implicit and Explicit Sequence Learning: Interacting Networks Revealed by the Process Dissociation Procedure. Learning and Memory 12 (5):480-490.
    In cognitive neuroscience, dissociating the brain networks that ing—has thus become one of the best empirical situations subtend conscious and nonconscious memories constitutes a through which to study the mechanisms of implicit learning, very complex issue, both conceptually and methodologically.
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  7. Philippe Peigneux, Arnaud Destrebecqz, Christophe Hotermans & Axel Cleeremans (2005). Filling One Gap by Creating Another: Memory Stabilization is Not All-or-Nothing, Either. Behavioral and Brain Sciences 28 (1):78-78.
    Walker proposes that procedural memory formation involves two specific stages of consolidation: wake-dependent stabilization, followed by sleep-dependent enhancement. If sleep-based enhancement of procedural memory formation is now well supported by evidence obtained at different levels of cognitive and neurophysiological organization, wake-dependent mechanisms for stabilization have not been demonstrated as convincingly, and still require more systematic characterization.
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  8. Axel Cleeremans & Arnaud Destrebecqz (2003). The Self-Organizing Conundrum. (Commentary on Perruchet & Vinter on The Self-Organizing Conundrum. Behavioral and Brain Sciences 25 (334).
    59 words Main Text: 1108 words References: 114 words Total Text: 1281 words.
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  9. Arnaud Destrebecqz, Philippe Peigneux, Steven Laureys, Christian Degueldre, Guy Del Fiore, Joel Aerts, Andre Luxen, Martial van der Linden, Axel Cleeremans & Pierre Maquet (2003). Cerebral Correlates of Explicit Sequence Learning. Cognitive Brain Research 16 (3):391-398.
    Using positron emission tomography (PET) and regional cerebral blood flow (rCBF) measurements, we investigated the cerebral correlates of consciousness in a sequence learning task through a novel application of the Process Dissociation Procedure, a behavioral paradigm that makes it possible to separately assess conscious and unconscious contributions to performance. Results show that the metabolic response in the anterior cingulate / mesial prefrontal cortex (ACC / MPFC) is exclusively and specifically correlated with the explicit component of performance during recollection of a (...)
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  10. Arnaud Destrebecqz & Axel Cleeremans (2002). The Self-Organizing Conundrum. Behavioral and Brain Sciences 25 (3):334-335.
    Perruchet and Vinter stop short of fully embracing the implications of their own SOC framework, and hence end up defending an implausible perspective on consciousness. We suggest instead that consciousness should be viewed as a graded dimension defined over quality of representation. This graded perspective eliminates the most problematic aspects of the cognitive unconscious without denying its existence altogether.
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  11. Arnaud Destrebecqz & Axel Cleeremans (2001). Can Sequence Learning Be Implicit? New Evidence with the Process Dissociation Procedure. Psychonomic Bulletin and Review 8 (2):343-350.
    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 (...)
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  12. Arnaud Destrebecqz (1999). Revue du'Vocabulaire de sciences cognitives'. Revue Internationale de Philosophie 209:453-455.
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  13. Maud Boyer, Arnaud Destrebecqz & Axel Cleeremans, The Serial Reaction Task: Learning Without Knowing, or Knowing Without Learning?
    Maud Boyer Arnaud Destrebecqz Axel Cleeremans.
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  14. Axel Cleeremans, Arnaud Destrebecqz & Maud Boyer (1998). Implicit Learning: News From the Front. Trends in Cognitive Sciences 2 (10):406-416.
    69 Thompson-Schill, S.L. _et al. _(1997) Role of left inferior prefrontal cortex 59 Buckner, R.L. _et al. _(1996) Functional anatomic studies of memory in retrieval of semantic knowledge: a re-evaluation _Proc. Natl. Acad._ retrieval for auditory words and pictures _J. Neurosci. _16, 6219–6235 _Sci. U. S. A. _94, 14792–14797 60 Buckner, R.L. _et al. _(1995) Functional anatomical studies of explicit and 70 Baddeley, A. (1992) Working memory: the interface between memory implicit memory retrieval tasks _J. Neurosci. _15, 12–29 and cognition (...)
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