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  1. Know-How, Intellectualism, and Memory Systems.Felipe De Brigard - 2019 - Philosophical Psychology 32 (5):720-759.
    ABSTRACTA longstanding tradition in philosophy distinguishes between knowthatand know-how. This traditional “anti-intellectualist” view is soentrenched in folk psychology that it is often invoked in supportof an allegedly equivalent distinction between explicit and implicitmemory, derived from the so-called “standard model of memory.”In the last two decades, the received philosophical view has beenchallenged by an “intellectualist” view of know-how. Surprisingly, defenders of the anti-intellectualist view have turned to the cognitivescience of memory, and to the standard model in particular, todefend their view. Here, (...)
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  • Lost in Dissociation: The Main Paradigms in Unconscious Cognition.Luis M. Augusto - 2016 - Consciousness and Cognition 42:293-310.
    Contemporary studies in unconscious cognition are essentially founded on dissociation, i.e., on how it dissociates with respect to conscious mental processes and representations. This is claimed to be in so many and diverse ways that one is often lost in dissociation. In order to reduce this state of confusion we here carry out two major tasks: based on the central distinction between cognitive processes and representations, we identify and isolate the main dissociation paradigms; we then critically analyze their key tenets (...)
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  • Das Leibgedächtnis. Ein Beitrag aus der Phänomenologie Husserls.Michela Summa - 2011 - Husserl Studies 27 (3):173-196.
  • Can False Memory for Critical Lures Occur Without Conscious Awareness of List Words?Daniel D. Sadler, Sharon M. Sodmont & Lucas A. Keefer - 2018 - Consciousness and Cognition 58:136-157.
  • Memory and Consciousness: Trace Distinctiveness in Memory Retrievals.Lionel Brunel, Ali Oker, Benoit Riou & Rémy Versace - 2010 - Consciousness and Cognition 19 (4):926-937.
    The aim of this article was to provide experimental evidence that classical dissociation between levels of consciousness associated with memory retrieval can be explained in terms of task dependency and distinctiveness of traces. In our study phase, we manipulated the level of isolation of the memory trace by means of an isolation paradigm . We then tested these two types of isolation in a series of tasks of increasing complexity: a lexical decision task, a recognition task, and a free recall (...)
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  • Can Cognitive Neuroscience Ground a Science of Learning?Anthony E. Kelly - 2011 - Educational Philosophy and Theory 43 (1):17-23.
    In this article, I review recent findings in cognitive neuroscience in learning, particularly in the learning of mathematics and of reading. I argue that while cognitive neuroscience is in its infancy as a field, theories of learning will need to incorporate and account for this growing body of empirical data.
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