Implicit Learning and Consciousness: A Graded, Dynamic Perspective

In Robert M. French & Axel Cleeremans (eds.), Implicit Learning and Consciousness: An Empirical. Psychology Press (2002)

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Abstract
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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References found in this work BETA

Minds, Brains, and Programs.John R. Searle - 1980 - Behavioral and Brain Sciences 3 (3):417-57.
On a Confusion About a Function of Consciousness.Ned Block - 1995 - Brain and Behavioral Sciences 18 (2):227-–247.

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Citations of this work BETA

Implicit Attitudes and the Ability Argument.Wesley Buckwalter - forthcoming - Philosophical Studies:1-30.
Implicit Sequence Learning and Conscious Awareness.Qiufang Fu, Xiaolan Fu & Zoltán Dienes - 2008 - Consciousness and Cognition 17 (1):185-202.

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