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  1. On the premature demise of causal functions for consciousness in human information processing.Dale Dagenbach - 1991 - Behavioral and Brain Sciences 14 (4):675-675.
  • Consciousness and making choices.Raymond S. Corteen - 1991 - Behavioral and Brain Sciences 14 (4):674-674.
  • Awareness and abstraction are graded dimensions.Axel Cleeremans - 1994 - Behavioral and Brain Sciences 17 (3):402-403.
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  • The aware pigeon.A. Charles Catania - 1994 - Behavioral and Brain Sciences 17 (3):400-401.
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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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  • Consciousness and content in learning: Missing or misconceived?Richard A. Carlson - 1991 - Behavioral and Brain Sciences 14 (4):673-674.
  • Of what are we aware?Nathan Brody & Michael J. Crowley - 1994 - Behavioral and Brain Sciences 17 (3):399-399.
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  • Conscious influences in everyday life and cognitive research.Kenneth S. Bowers - 1991 - Behavioral and Brain Sciences 14 (4):672-673.
  • 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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  • Evidence against epiphenomenalism.Ned Block - 1991 - Behavioral and Brain Sciences 14 (4):670-672.
  • A step too far?Dianne C. Berry - 1994 - Behavioral and Brain Sciences 17 (3):397-398.
  • 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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  • The conscious access hypothesis: Origins and recent evidence.Bernard J. Baars - 2002 - Trends in Cognitive Sciences 6 (1):47-52.
  • A curious coincidence? Consciousness as an object of scientific scrutiny fits our personal experience remarkably well.Bernard J. Baars - 1991 - Behavioral and Brain Sciences 14 (4):669-670.
  • Is learning during anaesthesia implicit?Jackie Andrade - 1994 - Behavioral and Brain Sciences 17 (3):395-396.
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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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  • Consciousness: Limited but consequential.Timothy D. Wilson - 1991 - Behavioral and Brain Sciences 14 (4):701-701.
  • No conscious or co-conscious?Graham F. Wagstaff - 1991 - Behavioral and Brain Sciences 14 (4):700-700.
  • Is human information processing conscious?Max Velmans - 1991 - Behavioral and Brain Sciences 14 (4):651-69.
    Investigations of the function of consciousness in human information processing have focused mainly on two questions: (1) where does consciousness enter into the information processing sequence and (2) how does conscious processing differ from preconscious and unconscious processing. Input analysis is thought to be initially "preconscious," "pre-attentive," fast, involuntary, and automatic. This is followed by "conscious," "focal-attentive" analysis which is relatively slow, voluntary, and flexible. It is thought that simple, familiar stimuli can be identified preconsciously, but conscious processing is needed (...)
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  • Consciousness from a first-person perspective.Max Velmans - 1991 - Behavioral and Brain Sciences 14 (4):702-726.
    This paper replies to the first 36 commentaries on my target article on “Is human information processing conscious?” (Behavioral and Brain Sciences,1991, pp.651-669). The target article focused largely on experimental studies of how consciousness relates to human information processing, tracing their relation from input through to output, while discussion of the implications of the findings both for cognitive psychology and philosophy of mind was relatively brief. The commentaries reversed this emphasis, and so, correspondingly, did the reply. The sequence of topics (...)
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  • Attention is necessary for word integration.Geoffrey Underwood - 1991 - Behavioral and Brain Sciences 14 (4):698-698.
  • Varieties of Social Cognition.Eric Luis Uhlmann, David A. Pizarro & Paul Bloom - 2008 - Journal for the Theory of Social Behaviour 38 (3):293-322.
    Recent work within psychology demonstrates that unconscious cognition plays a central role in the judgments and actions of individuals. We distinguish between two basic types unconscious social cognition: unconsciousness of the influences on judgments and actions, and unconscious of the mental states that give rise to judgments and actions. Influence unconsciousness is corroborated by strong empirical evidence, but unconscious states are difficult to verify. We discuss procedures aimed at providing conclusive evidence of state unconsciousness, and apply them to recent empirical (...)
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  • Are infants human?H. S. Terrace - 1994 - Behavioral and Brain Sciences 17 (3):425-426.
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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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  • Whither learning, whither memory?Michael A. Stadler & Peter A. Frensch - 1994 - Behavioral and Brain Sciences 17 (3):423-424.
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  • Damn! There goes that ghost again!Keith E. Stanovich - 1991 - Behavioral and Brain Sciences 14 (4):696-698.
  • 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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  • Dissociating consciousness from cognition.David Spiegel - 1991 - Behavioral and Brain Sciences 14 (4):695-696.
  • Developing concepts of consciousness.Aaron Sloman - 1991 - Behavioral and Brain Sciences 14 (4):694-695.
  • A lawful first-person psychology involving a causal consciousness: A psychoanalytic solution.Howard Shevrin - 1991 - Behavioral and Brain Sciences 14 (4):693-694.
  • 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):367-447.
    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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  • Characteristics of dissociable human learning systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-395.
    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, between learning that takes place with versus without concurrent awareness, and between learning that involves the encoding of instances versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning derived from subliminal learning, (...)
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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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  • Isn't the first-person perspective a bad third-person perspective?W. Schaeken & G. D'Ydewalle - 1991 - Behavioral and Brain Sciences 14 (4):692-693.
  • Learning strategies and situated knowledge.Antonio Rizzo & Oronzo Parlangeli - 1994 - Behavioral and Brain Sciences 17 (3):420-421.
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  • A limitation of the reflex-arc approach to consciousness.J. Steven Reznick & Philip David Zelazo - 1991 - Behavioral and Brain Sciences 14 (4):692-692.
  • Reasons for doubting the existence of even epiphenomenal consciousness.Georges Rey - 1991 - Behavioral and Brain Sciences 14 (4):691-692.
  • New evidence for unconscious sequence learning.Jonathan Reed & Peder Johnson - 1994 - Behavioral and Brain Sciences 17 (3):419-420.
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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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  • The cognitive unconscious: An evolutionary perspective.Arthur S. Reber - 1992 - Consciousness and Cognition 1 (2):93-133.
    In recent decades it has become increasingly clear that a substantial amount of cognitive work goes on independent of consciousness. The research has been carried out largely under two rubrics, implicit learning and implicit memory. The former has been concerned primarily with the acquisition of knowledge independent of awareness and the latter with the manner in which memories not readily available to conscious recall or recognition play a role in behavior; collectively these operations comprise the essential functions of the cognitive (...)
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  • An evolutionary context for the cognitive unconscious.Arthur S. Reber - 1992 - Philosophical Psychology 5 (1):33-51.
    This paper is an attempt to put the work of the past several decades on the problems of implicit learning and unconscious cognition into an evolutionary context. Implicit learning is an inductive process whereby knowledge of a complex environment is acquired and used largely independently of awareness of either the process of acquisition or the nature of that which has been learned. Characterized this way, implicit learning theory can be viewed as an attempt to come to grips with the classic (...)
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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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  • Empirical criteria for task susceptibility to introspective awareness and awareness effects.Sam Rakover - 1993 - Philosophical Psychology 6 (4):451 – 467.
    A proposed empirical criterion for task susceptibility to introspective awareness distinguishes cognitive processes of which one cannot be aware from those of which one can be aware. The empirical criterion for task susceptibility to awareness effects proposes that there are tasks which cannot be affected by awareness of the rules constituting the tasks. These criteria were applied to research programmes in rule-learning in which past studies in the area of learning without awareness were included as well as current research in (...)
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  • Virtue epistemology and the acquisition of knowledge.Duncan Pritchard - 2005 - Philosophical Explorations 8 (3):229 – 243.
    The recent literature on the theory of knowledge has taken a distinctive turn by focusing on the role of the cognitive and intellectual virtues in the acquisition of knowledge. The main contours and motivations for such virtue-theoretic accounts of knowledge are here sketched and it is argued that virtue epistemology in its most plausible form can be regarded as a refined form of reliabilism, and thus a variety of epistemic externalism. Moreover, it is claimed that there is strong empirical support (...)
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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 about unconscious processing during the test?Pierre Perruchet & Jorge Gallego - 1994 - Behavioral and Brain Sciences 17 (3):415-416.
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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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  • The intuitive mind.Geir Overskeid - 1994 - Behavioral and Brain Sciences 17 (3):414-414.
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