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  1. Modelling Unsupervised Online-Learning of Artificial Grammars: Linking Implicit and Statistical Learning.Martin A. Rohrmeier & Ian Cross - 2014 - Consciousness and Cognition 27:155-167.
  • Re-Examining the Role of Context in Implicit Sequence Learning.Maria C. D’Angelo, Bruce Milliken, Luis Jiménez & Juan Lupiáñez - 2014 - Consciousness and Cognition 27:172-193.
  • Unconscious Influences on Decision Making: A Critical Review.Ben R. Newell & David R. Shanks - 2014 - Behavioral and Brain Sciences 37 (2):1-19.
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  • Implicit Learning: News From the Front.Axel Cleeremans, Arnaud Destrebecqz & Maud Boyer - 1998 - 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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  • Implicit Acquisition of Grammars With Crossed and Nested Non-Adjacent Dependencies: Investigating the Push-Down Stack Model.Julia Uddén, Martin Ingvar, Peter Hagoort & Karl M. Petersson - 2012 - Cognitive Science 36 (6):1078-1101.
    A recent hypothesis in empirical brain research on language is that the fundamental difference between animal and human communication systems is captured by the distinction between finite-state and more complex phrase-structure grammars, such as context-free and context-sensitive grammars. However, the relevance of this distinction for the study of language as a neurobiological system has been questioned and it has been suggested that a more relevant and partly analogous distinction is that between non-adjacent and adjacent dependencies. Online memory resources are central (...)
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  • Implicit Learning of Mappings Between Forms and Metaphorical Meanings.Fengying Li, Xiuyan Guo, Lei Zhu, Zhiliang Yang & Zoltan Dienes - 2013 - Consciousness and Cognition 22 (1):174-183.
    Previous research has shown that people can implicitly acquire mappings between word forms and literal meanings . We argue, from the metaphor-representation and embodiment perspectives, that people can unconsciously establish mappings between word forms and not only literal but also metaphorical meanings. Using Williams’ paradigm, we found that transfer of form-meaning connections from a concrete domain to an abstract domain was achieved in a metaphor-consistent way without awareness. Our results support the view that unconscious knowledge can be flexibly deployed in (...)
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  • The Nature of the Memory Buffer in Implicit Learning: Learning Chinese Tonal Symmetries.Feifei Li, Shan Jiang, Xiuyan Guo, Zhiliang Yang & Zoltan Dienes - 2013 - Consciousness and Cognition 22 (3):920-930.
    Previous research has established that people can implicitly learn chunks, which do not require a memory buffer to process. The present study explores the implicit learning of nonlocal dependencies generated by higher than finite-state grammars, specifically, Chinese tonal retrogrades and inversions , which do require buffers . People were asked to listen to and memorize artificial poetry instantiating one of the two grammars; after this training phase, people were informed of the existence of rules and asked to classify new poems, (...)
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  • Similarity and Rules: Distinct? Exhaustive? Empirically Distinguishable?Ulrike Hahn & Nick Chater - 1998 - Cognition 65 (2-3):197-230.
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  • Can Musical Transformations Be Implicitly Learned?Zoltan Dienes & Christopher Longuet-Higgins - 2004 - Cognitive Science 28 (4):531-558.
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  • Faulty Rationale for the Two Factors That Dissociate Learning Systems.Hiroshi Nagata - 1994 - Behavioral and Brain Sciences 17 (3):412-413.
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  • Can Procedural Learning Be Equated with Unconscious Learning or Rule-Based Learning?Zoe Kourtzi, Lindsay M. Oliver & Mark A. Gluck - 1994 - Behavioral and Brain Sciences 17 (3):408-409.
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  • What About Unconscious Processing During the Test?Pierre Perruchet & Jorge Gallego - 1994 - Behavioral and Brain Sciences 17 (3):415-416.
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  • Learning Without Awareness: What Counts as an Appropriate Test of Learning and of Awareness.Sam S. Rakover - 1994 - Behavioral and Brain Sciences 17 (3):417-418.
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  • Tacit Knowledge and Verbal Report: On Sinking Ships and Saving Babies.R. O. Lindsay & B. Gorayska - 1994 - Behavioral and Brain Sciences 17 (3):410-411.
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  • The Intuitive Mind.Geir Overskeid - 1994 - Behavioral and Brain Sciences 17 (3):414-414.
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  • On the Creation of Classification Systems of Memory.Daniel B. Willingham - 1994 - Behavioral and Brain Sciences 17 (3):426-427.
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  • Development, Learning, and Consciousness.Mark L. Howe & F. Michael Rabinowitz - 1994 - Behavioral and Brain Sciences 17 (3):407-407.
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  • On the Representational/Computational Properties of Multiple Memory Systems.Russell A. Poldrack & Neal J. Cohen - 1994 - Behavioral and Brain Sciences 17 (3):416-417.
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  • What Manner of Mind is This?Arthur S. Reber & Bill Winter - 1994 - Behavioral and Brain Sciences 17 (3):418-419.
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  • New Evidence for Unconscious Sequence Learning.Jonathan Reed & Peder Johnson - 1994 - Behavioral and Brain Sciences 17 (3):419-420.
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  • The Aware Pigeon.A. Charles Catania - 1994 - Behavioral and Brain Sciences 17 (3):400-401.
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  • Criteria for Implicit Learning: Deemphasize Conscious Access, Emphasize Amnesia.Carol Augart Seger - 1994 - Behavioral and Brain Sciences 17 (3):421-422.
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  • Human Autonomic Conditioning Without Awareness.H. D. Kimmel - 1994 - Behavioral and Brain Sciences 17 (3):408-408.
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  • Are Rules and Instances Subserved by Separate Systems?Robert L. Goldstone & John K. Kruschke - 1994 - Behavioral and Brain Sciences 17 (3):405-405.
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  • Is Awareness Necessary for Operant Conditioning?Frode Svartdal - 1994 - Behavioral and Brain Sciences 17 (3):424-425.
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  • Are Infants Human?H. S. Terrace - 1994 - Behavioral and Brain Sciences 17 (3):425-426.
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  • On the Futility of Attempting to Demonstrate Null Awareness.Philip M. Merikle - 1994 - Behavioral and Brain Sciences 17 (3):412-412.
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  • Implementational Constraints on Human Learning and Memory Systems.Chad J. Marsolek - 1994 - Behavioral and Brain Sciences 17 (3):411-412.
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  • Awareness Inflated, Evaluative Conditioning Underestimated.Frank Baeyens, Jan De Houwer & Paul Eelen - 1994 - Behavioral and Brain Sciences 17 (3):396-397.
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  • Is Learning During Anaesthesia Implicit?Jackie Andrade - 1994 - Behavioral and Brain Sciences 17 (3):395-396.
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  • Dissociable Definitions of Consciousness.Zoltán Dienes & Josef Perner - 1994 - Behavioral and Brain Sciences 17 (3):403-404.
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  • Dissociable Learning and Memory Systems of the Brain.Larry R. Squire, Stephan Hamann & Barbara Knowlton - 1994 - Behavioral and Brain Sciences 17 (3):422-423.
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  • Consciousness in Natural Language and Motor Learning.Joel Lachter - 1994 - Behavioral and Brain Sciences 17 (3):409-410.
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  • Dissociating Multiple Memory Systems: Don't Forsake the Brain.Mark G. Packard - 1994 - Behavioral and Brain Sciences 17 (3):414-415.
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  • Of What Are We Aware?Nathan Brody & Michael J. Crowley - 1994 - Behavioral and Brain Sciences 17 (3):399-399.
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  • Whither Learning, Whither Memory?Michael A. Stadler & Peter A. Frensch - 1994 - Behavioral and Brain Sciences 17 (3):423-424.
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  • Is Implicit Learning About Consciousness?Richard A. Carlson - 1994 - Behavioral and Brain Sciences 17 (3):400-400.
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  • Implicit Practical Learning.Elizabeth Ennen - 1994 - Behavioral and Brain Sciences 17 (3):404-405.
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  • Awareness and Abstraction Are Graded Dimensions.Axel Cleeremans - 1994 - Behavioral and Brain Sciences 17 (3):402-403.
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  • Are Subliminal Mere Exposure Effects a Form of Implicit Learning?Robert F. Bornstein - 1994 - Behavioral and Brain Sciences 17 (3):398-399.
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  • Learning Strategies and Situated Knowledge.Antonio Rizzo & Oronzo Parlangeli - 1994 - Behavioral and Brain Sciences 17 (3):420-421.
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  • Implicit Assumptions About Implicit Learning.Keith J. Holyoak & Merideth Gattis - 1994 - Behavioral and Brain Sciences 17 (3):406-407.
  • A Step Too Far?Dianne C. Berry - 1994 - Behavioral and Brain Sciences 17 (3):397-398.
  • How Should Implicit Learning Be Characterized?David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):427-447.
  • Characteristics of Dissociable Human Learning Systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-395.
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  • Characteristics of Dissociable Human Learning Systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-447.
    A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, (1) between learning that takes place with versus without concurrent awareness, and (2) between learning that involves the encoding of instances (or fragments) versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning (...)
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  • Varieties of Consciousness.Paolo Bartolomeo & Gianfranco Dalla Barba - 2002 - Behavioral and Brain Sciences 25 (3):331-332.
    In agreement with some of the ideas expressed by Perruchet & Vinter (P&V), we believe that some phenomena hitherto attributed to processing may in fact reflect a fundamental distinction between direct and reflexive forms of consciousness. This dichotomy, developed by the phenomenological tradition, is substantiated by examples coming from experimental psychology and lesion neuropsychology.
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  • Does Complexity Matter? Meta-Analysis of Learner Performance in Artificial Grammar Tasks.Rachel Schiff & Pesia Katan - 2014 - Frontiers in Psychology 5.
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  • Artificial Grammar Learning by 1-Year-Olds Leads to Specific and Abstract Knowledge.Rebecca L. Gomez & LouAnn Gerken - 1999 - Cognition 70 (2):109-135.
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  • Mapping Across Domains Without Feedback: A Neural Network Model of Transfer of Implicit Knowledge.Zoltán Dienes, Gerry T. M. Altmann & Shi-Ji Gao - 1999 - Cognitive Science 23 (1):53-82.
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