In Robert M. French & Axel Cleeremans (eds.), Implicit Learning and Consciousness: An Empirical. Psychology Press (2002)
While the study of implicit learning is nothing new, the field as a whole has come to embody — over the last decade or so — ongoing questioning about three of the most fundamental debates in the cognitive sciences: The nature of consciousness, the nature of mental representation (in particular the difficult issue of abstraction), and the role of experience in shaping the cognitive system. Our main goal in this chapter is to offer a framework that attempts to integrate current thinking about these three issues in a way that specifically links consciousness with adaptation and learning. Our assumptions about this relationship are rooted in further assumptions about the nature of processing and of representation in cognitive systems. When considered together, we believe that these assumptions offer a new perspective on the relationships between conscious and unconscious processing and on the function of consciousness in cognitive systems
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Implicit Sequence Learning and Conscious Awareness.Q. FU, X. FU & Z. DIENES - 2008 - Consciousness and Cognition 17 (1):185-202.
Subjective Experience and the Attentional Lapse: Task Engagement and Disengagement During Sustained Attention.J. Smallwood, J. B. Davies, D. Heim, F. Finnigan, M. Sudberry & Obonsawin M. O'Connor R. - 2004 - Consciousness and Cognition 13 (4):657-90.
Fringe Consciousness in Sequence Learning: The Influence of Individual Differences.Elisabeth Norman, Mark C. Price & Simon C. Duff - 2006 - Consciousness and Cognition 15 (4):723-760.
Can Unconscious Knowledge Allow Control in Sequence Learning?Qiufang Fu, Zoltán Dienes & Xiaolan Fu - 2010 - Consciousness and Cognition 19 (1):462-474.
Can Cognitive Methods Be Used to Study the Unique Aspect of Emotion: An Appraisal Theorist's Answer.Agnes Moors - 2007 - Cognition and Emotion 21 (6):1238-1269.
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