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  1. I Like It, but Only When I'm Not Sure Why: Evaluative Conditioning and the Awareness Issue.Marianne Hammerl - 2000 - Consciousness and Cognition 9 (1):37-40.
  • Implicit Learning: What Does It All Mean?David R. Shanks & Mark F. St John - 1996 - Behavioral and Brain Sciences 19 (3):557-558.
    In the original target article (Shanks & St. John 1994), one of our principal conclusions was that there is almost no evidence that learning can occur outside awareness. The continuing commentaries raise some interesting questions, especially about the definition of learning, but do not lead us to abandon our conclusion.
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  • Implicit Learning From a Computer-Science Perspective.Peter Kugel - 1996 - Behavioral and Brain Sciences 19 (3):556-557.
    Shanks and St. John (1994a) suggest that From the viewpoint of a computer scientist who tries to construct learning systems, that claim seems rather implausible. In this commentary I wish to suggest why, in the hopes of shedding light on the relationship between consciousness and learning.
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  • Human Pavlovian Autonomie Conditioning and its Relation to Awareness of the CS/US Contingency: Focus on the Phenomenon and Some Forgotten Facts.John J. Furedy & Magnus Kristjansson - 1996 - Behavioral and Brain Sciences 19 (3):555-556.
    Although conditional stimulus (CS)/unconditional stimulus (US) contingency awareness appears to be necessary for human Pavlovian autonomie conditioning, only a selective review of the literature and the forgetting of certain basic, brute facts can allow the cognitive conclusion that awareness causes, or even is important for, conditioning. That conclusion is theoretically barren for explaining the phenomenon and is also of little potential practical use.
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