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  1. Memory Systems and the Control of Skilled Action.Wayne Christensen, John Sutton & Kath Bicknell - 2019 - Philosophical Psychology 32 (5):692-718.
    ABSTRACTIn keeping with the dominant view that skills are largely automatic, the standard view of memory systems distinguishes between a representational declarative system associated with cognitive processes and a performance-based procedural system. The procedural system is thought to be largely responsible for the performance of well-learned skilled actions. Here we argue that most skills do not fully automate, which entails that the declarative system should make a substantial contribution to skilled performance. To support this view, we review evidence showing that (...)
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  • Homing in on Consciousness in the Nervous System: An Action-Based Synthesis.Ezequiel Morsella, Christine A. Godwin, Tiffany K. Jantz, Stephen C. Krieger & Adam Gazzaley - 2016 - Behavioral and Brain Sciences 39:1-70.
    What is the primary function of consciousness in the nervous system? The answer to this question remains enigmatic, not so much because of a lack of relevant data, but because of the lack of a conceptual framework with which to interpret the data. To this end, we have developed Passive Frame Theory, an internally coherent framework that, from an action-based perspective, synthesizes empirically supported hypotheses from diverse fields of investigation. The theory proposes that the primary function of consciousness is well-circumscribed, (...)
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  • Perceiving, Remembering, and Communicating Structure in Events.Jeffrey M. Zacks, Barbara Tversky & Gowri Iyer - 2001 - Journal of Experimental Psychology: General 130 (1):29.
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  • The Role of Attitude Strength in Behavioral Spillover: Attitude Matters—But Not Necessarily as a Moderator.Adrian Brügger & Bettina Höchli - 2019 - Frontiers in Psychology 10.
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  • Construal-Level Theory of Psychological Distance.Yaacov Trope & Nira Liberman - 2010 - Psychological Review 117 (2):440-463.
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  • Dynamic Evocation of Hand Action Representations During Sentence Comprehension.Michael E. J. Masson, Daniel N. Bub & Hillary Lavelle - 2013 - Journal of Experimental Psychology: General 142 (3):742-762.
  • When Time Flies: How Abstract and Concrete Mental Construal Affect the Perception of Time.Jochim Hansen & Yaacov Trope - 2013 - Journal of Experimental Psychology: General 142 (2):336.
  • Representation and Knowledge Are Not the Same Thing.Leslie Smith - 1999 - Behavioral and Brain Sciences 22 (5):784-785.
    Two standard epistemological accounts are conflated in Dienes & Perner's account of knowledge, and this conflation requires the rejection of their four conditions of knowledge. Because their four metarepresentations applied to the explicit-implicit distinction are paired with these conditions, it follows by modus tollens that if the latter are inadequate, then so are the former. Quite simply, their account misses the link between true reasoning and knowledge.
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  • Action and Perception in Social Contexts: Intentional Binding for Social Action Effects.Roland Pfister, Sukhvinder S. Obhi, Martina Rieger & Dorit Wenke - 2014 - Frontiers in Human Neuroscience 8.
  • What Do We Think We Are Doing: Principles of Coupled Self-Regulation in Human-Robot Interaction.Idit Shalev & Tal Oron-Gilad - 2015 - Frontiers in Psychology 6.
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  • Construal Level and Free Will Beliefs Shape Perceptions of Actors' Proximal and Distal Intent.Jason E. Plaks & Jeffrey S. Robinson - 2015 - Frontiers in Psychology 6.
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  • Four Questions for Passive Frame Theory.David A. Rosenbaum - 2016 - Behavioral and Brain Sciences 39.
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  • Pollard on Habits of Action.Christos Douskos - 2017 - International Journal of Philosophical Studies 25 (4):504-524.
    Bill Pollard has recently developed an account of habits of action, endeavoring to rehabilitate the traditional notion of habit in a way that can be used to address current philosophical concerns. I argue that Pollard’s account has important shortcomings. The account is intended to apply indiscriminately to both habitual and skilled acts, but this overlooks crucial distinctions. Moreover, Pollard’s account fails to do justice to the various ways in which the idea of habit figures in the explanation and assessment of (...)
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  • If You Can’T See the Forest for the Trees, You Might Just Cut Down the Forest: The Perils of Forced Choice on “Seemingly” Unethical Decision-Making.Michael O. Wood, Theodore J. Noseworthy & Scott R. Colwell - 2013 - Journal of Business Ethics 118 (3):515-527.
    Why do otherwise well-intentioned managers make decisions that have negative social or environmental consequences? To answer this question, the authors combine the literature on construal level theory with the compromise effect to explore the circumstances that lead to seemingly unethical decision-making. The results of two studies suggest that the degree to which managers make high-risk tradeoffs is highly influenced by how they mentally represent the decision context. The authors find that managers are more likely to make seemingly unethical tradeoffs when (...)
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  • Identifying and Defining Values in Media Codes of Ethics.Chris Roberts - 2012 - Journal of Mass Media Ethics 27 (2):115 - 129.
    Among their uses, mass media codes of ethics declare the values of groups of media practitioners. This paper uses Schwartz's social psychology typology to identify and compare 216 values stated or implied in 15 codes of ethics for associations of journalists, bloggers, advertising/marketing practitioners, and public relations practitioners. Despite differences in their communication goals, codes generally share many of the same general values types yet often use similar words to describe different values and loyalties.
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  • The Subjective Brain, Identity, and Neuroethics.Grant R. Gillett - 2009 - American Journal of Bioethics 9 (9):5-13.
    The human brain is subjective and reflects the life of a being-in-the-world-with-others whose identity reflects that complex engaged reality. Human subjectivity is shaped and in-formed (formed by inner processes) that are adapted to the human life-world and embody meaning and the relatedness of a human being. Questions of identity relate to this complex and dynamic reality to reflect the fact that biology, human ecology, culture, and one's historic-political situation are inscribed in one's neural network and have configured its architecture so (...)
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  • Altruism and Selfishness.Howard Rachlin - 2002 - Behavioral and Brain Sciences 25 (2):239-250.
    Many situations in human life present choices between (a) narrowly preferred particular alternatives and (b) narrowly less preferred (or aversive) particular alternatives that nevertheless form part of highly preferred abstract behavioral patterns. Such alternatives characterize problems of self-control. For example, at any given moment, a person may accept alcoholic drinks yet also prefer being sober to being drunk over the next few days. Other situations present choices between (a) alternatives beneficial to an individual and (b) alternatives that are less beneficial (...)
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  • Mood and Representations of Behaviour: The How and Why.Camiel J. Beukeboom & GuÈn R. Semin - 2005 - Cognition and Emotion 19 (8):1242.
  • 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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