The functional role of representations cannot explain basic implicit memory phenomena

Behavioral and Brain Sciences 22 (5):768-769 (1999)
Abstract
The propositional account of explicit and implicit knowledge interprets cognitive differences between direct and indirect test performance as emerging from the elements in different hierarchical levels of the propositional representation that have been made explicit. The hierarchical nature of explicitness is challenged, however, on the basis of neuropsychological dissociations between direct and indirect tests of memory, as well as the stochastic independence that has been observed between these two types of tests. Furthermore, format specificity on indirect test of memory challenges the basic notion of a propositional theory of implicit and explicit knowledge.
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.1017/S0140525X99372186
Options
 Save to my reading list
Follow the author(s)
Edit this record
My bibliography
Export citation
Find it on Scholar
Mark as duplicate
Request removal from index
Revision history
Download options
Our Archive


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 30,798
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library
References found in this work BETA

No references found.

Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles
Implicit Learning: News From the Front.Axel Cleeremans, Arnaud Destrebecqz & Maud Boyer - 1998 - Trends in Cognitive Sciences 2 (10):406-416.
Comparing Direct (Explicit) to Indirect (Implicit) Measures to Study Unconscious Memory.Philip M. Merikle & Eyal M. Reingold - 1991 - Journal Of Experimental Psychology-Learning Memory And Cognition 17 (2):224-233.
Semantic Memory.Timothy P. McNamara - 1997 - Behavioral and Brain Sciences 20 (1):30-31.
Implicit Versus Explicit: An ACT-R Learning Perspective.Niels A. Taatgen - 1999 - Behavioral and Brain Sciences 22 (5):785-786.
Added to PP index
2009-01-28

Total downloads
10 ( #444,737 of 2,202,407 )

Recent downloads (6 months)
3 ( #97,470 of 2,202,407 )

How can I increase my downloads?

Monthly downloads
My notes
Sign in to use this feature