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  1. Implicit Learning: News From the Front.Axel Cleeremans, Arnaud Destrebecqz & Maud Boyer - 1998 - Trends in Cognitive Sciences 2 (10):406-416.
    69 Thompson-Schill, S.L. _et al. _(1997) Role of left inferior prefrontal cortex 59 Buckner, R.L. _et al. _(1996) Functional anatomic studies of memory in retrieval of semantic knowledge: a re-evaluation _Proc. Natl. Acad._ retrieval for auditory words and pictures _J. Neurosci. _16, 6219–6235 _Sci. U. S. A. _94, 14792–14797 60 Buckner, R.L. _et al. _(1995) Functional anatomical studies of explicit and 70 Baddeley, A. (1992) Working memory: the interface between memory implicit memory retrieval tasks _J. Neurosci. _15, 12–29 and cognition (...)
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  • A Theory of Implicit and Explicit Knowledge.Zoltan Dienes & Josef Perner - 1999 - Behavioral and Brain Sciences 22 (5):735-808.
    The implicit-explicit distinction is applied to knowledge representations. Knowledge is taken to be an attitude towards a proposition which is true. The proposition itself predicates a property to some entity. A number of ways in which knowledge can be implicit or explicit emerge. If a higher aspect is known explicitly then each lower one must also be known explicitly. This partial hierarchy reduces the number of ways in which knowledge can be explicit. In the most important type of implicit knowledge, (...)
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  • Rule-Plus-Exception Model of Classification Learning.Robert M. Nosofsky, Thomas J. Palmeri & Stephen C. McKinley - 1994 - Psychological Review 101 (1):53-79.
  • Predictive and Diagnostic Learning Within Causal Models: Asymmetries in Cue Competition.Michael R. Waldmann & Keith J. Holyoak - 1992 - Journal of Experimental Psychology: General 121 (2):222-236.
  • Learning the Structure of Event Sequences.Axel Cleeremans & James L. McClelland - 1991 - Journal of Experimental Psychology: General 120 (3):235-253.
  • Implicit Learning and Tacit Knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology: General 118 (3):219-235.
    I examine the phenomenon of implicit learning, the process by which knowledge about the rule-governed complexities of the stimulus environment is acquired independently of conscious attempts to do so. Our research with the two seemingly disparate experimental paradigms of synthetic grammar learning and probability learning, is reviewed and integrated with other approaches to the general problem of unconscious cognition. The conclusions reached are as follows: Implicit learning produces a tacit knowledge base that is abstract and representative of the structure of (...)
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  • Transfer in Artificial Grammar Learning: A Reevaluation.Martin Redington & Nick Chater - 1996 - Journal of Experimental Psychology: General 125 (2):123.
  • Learning and Development in Neural Networks: The Importance of Starting Small.Jeffrey L. Elman - 1993 - Cognition 48 (1):71-99.
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  • Finding Structure in Time.Jeffrey L. Elman - 1990 - Cognitive Science 14 (2):179-211.
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  • Rules and Representations.Noam A. Chomsky - 1980 - Behavioral and Brain Sciences 3 (127):1-61.
    The book from which these sections are excerpted is concerned with the prospects for assimilating the study of human intelligence and its products to the natural sciences through the investigation of cognitive structures, understood as systems of rules and representations that can be regarded as These mental structui′es serve as the vehicles for the exercise of various capacities. They develop in the mind on the basis of an innate endowment that permits the growth of rich and highly articulated structures along (...)
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  • Rules and Representations.Noam Chomsky - 1980 - Behavioral and Brain Sciences 3 (1):1-15.
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  • Information Processing Abstractions: The Message Still Counts More Than the Medium.B. Chandrasekaran, Ashok Goel & Dean Allemang - 1988 - Behavioral and Brain Sciences 11 (1):26-27.
  • Syntactic Structures.Noam Chomsky - 1957 - Mouton.
    Noam Chomsky's book on syntactic structures is a serious attempts on the part of a linguist to construct within the tradition of scientific theory-construction ...
  • Characteristics of Dissociable Human Learning Systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-395.
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  • Characteristics of Dissociable Human Learning Systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-447.
    A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, (1) between learning that takes place with versus without concurrent awareness, and (2) between learning that involves the encoding of instances (or fragments) versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning (...)
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  • Independent Judgment-Linked and Motor-Linked Forms of Artificial Grammar Learning.Carol A. Seger - 1998 - Consciousness and Cognition 7 (2):259-284.
    Three experiments investigated whether a motor-linked measure (string typing speed) and an judgment-linked measure (grammatical judgment of strings) accessed the same implicit learning mechanisms in the artificial grammar learning task. Participants first studied grammatical strings through observation or through responding to each letter by typing it and then performed typing and grammatical judgment tests. Grammatical judgment test performance was better after observation than after respond learning, whereas typing test performance on higher order relations was worse after observation than after respond (...)
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  • Two Forms of Sequential Implicit Learning.Carol A. Seger - 1997 - Consciousness and Cognition 6 (1):108-131.
    A serial reaction time experiment tested the hypothesis that there are two independent forms of implicit learning: learning that is linked to making judgments about stimuli, and learning that is linked to motor processing. Participants performed 2, 6, or 12 blocks of single task SRT, dual task SRT, or observation with one of five sequences; each sequence had the same underlying structure. Participants then performed two implicit tests, SRT and pattern judgment, as well as a generation test and an explicit (...)
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  • Ambiguity, Competition, and Blending in Spoken Word Recognition.M. Gareth Gaskell & William D. Marslen-Wilson - 1999 - Cognitive Science 23 (4):439-462.
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  • Connectionism and Cognitive Architecture: A Critical Analysis.Jerry A. Fodor & Zenon W. Pylyshyn - 1988 - Cognition 28 (1-2):3-71.
    This paper explores the difference between Connectionist proposals for cognitive a r c h i t e c t u r e a n d t h e s o r t s o f m o d e l s t hat have traditionally been assum e d i n c o g n i t i v e s c i e n c e . W e c l a i m t h a t t h (...)
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  • Learning and Development in Neural Networks – the Importance of Prior Experience.Gerry T. M. Altmann - 2002 - Cognition 85 (2):B43-B50.
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  • Mapping Across Domains Without Feedback: A Neural Network Model of Transfer of Implicit Knowledge.Zoltán Dienes, Gerry T. M. Altmann & Shi-Ji Gao - 1999 - Cognitive Science 23 (1):53-82.
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  • Connectionist Modelling in Psychology: A Localist Manifesto.Mike Page - 2000 - Behavioral and Brain Sciences 23 (4):443-467.
    Over the last decade, fully distributed models have become dominant in connectionist psychological modelling, whereas the virtues of localist models have been underestimated. This target article illustrates some of the benefits of localist modelling. Localist models are characterized by the presence of localist representations rather than the absence of distributed representations. A generalized localist model is proposed that exhibits many of the properties of fully distributed models. It can be applied to a number of problems that are difficult for fully (...)
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  • A Connectionist Approach to Word Reading and Acquired Dyslexia: Extension to Sequential Processing.David C. Plaut - 1999 - Cognitive Science 23 (4):543-568.
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  • Competitive Learning: From Interactive Activation to Adaptive Resonance.Stephen Grossberg - 1987 - Cognitive Science 11 (1):23-63.
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  • Connectionist and Memory‐Array Models of Artificial Grammar Learning.Zoltan Dienes - 1992 - Cognitive Science 16 (1):41-79.
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  • Toward a Connectionist Model of Recursion in Human Linguistic Performance.Morten H. Christiansen & Nick Chater - 1999 - Cognitive Science 23 (2):157-205.
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  • ALCOVE: An Exemplar-Based Connectionist Model of Category Learning.John K. Kruschke - 1992 - Psychological Review 99 (1):22-44.
  • Connectionist Natural Language Processing: The State of the Art.Morten H. Christiansen & Nick Chater - 1999 - Cognitive Science 23 (4):417-437.
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  • A Case of Syntactical Learning and Judgment: How Conscious and How Abstract?Don E. Dulany, Richard A. Carlson & Gerald I. Dewey - 1984 - Journal of Experimental Psychology: General 113 (4):541-555.
  • Problem Structure and the Use of Base-Rate Information From Experience.Douglas L. Medin & Stephen M. Edelson - 1988 - Journal of Experimental Psychology: General 117 (1):68-85.
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  • From Conditioning to Category Learning: An Adaptive Network Model.Mark A. Gluck & Gordon H. Bower - 1988 - Journal of Experimental Psychology: General 117 (3):227-247.
  • The Logic of Scientific Discovery.Karl R. Popper - 1959 - Routledge.
    Described by the philosopher A.J. Ayer as a work of 'great originality and power', this book revolutionized contemporary thinking on science and knowledge. Ideas such as the now legendary doctrine of 'falsificationism' electrified the scientific community, influencing even working scientists, as well as post-war philosophy. This astonishing work ranks alongside The Open Society and Its Enemies as one of Popper's most enduring books and contains insights and arguments that demand to be read to this day.
  • Systematicity Revisited.Robert F. Hadley - 1994 - Mind and Language 9 (4):431-44.
  • Unified Theories of Cognition.Allen Newell - 1990 - Harvard University Press.
    In this book, Newell makes the case for unified theories by setting forth a candidate.
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  • Mechanisms of Implicit Learning: Connectionist Models of Sequence Processing.Axel Cleeremans - 1993 - MIT Press.
    What do people learn when they do not know that they are learning? Until recently, all of the work in the area of implicit learning focused on empirical questions and methods. In this book, Axel Cleeremans explores unintentional learning from an information-processing perspective. He introduces a theoretical framework that unifies existing data and models on implicit learning, along with a detailed computational model of human performance in sequence-learning situations.
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  • Generalized Phrase Structure Grammar.Gerald Gazdar, Ewan Klein, Geoffrey Pullum & Ivan Sag - 1989 - Philosophical Review 98 (4):556-566.
  • Vison.David Marr - 1982 - W. H. Freeman.
  • Generalization and Connectionist Language Learning.M. H. Christiansen & Nick Chater - 1994 - Mind and Language 9 (3):273-87.
  • Systematicity in Connectionist Language Learning.Robert F. Hadley - 1994 - Mind and Language 9 (3):247-72.
  • Alcove-an Exemplar-Based Connectionist Model of Category Learning.Jk Kruschke & Rm Nosofsky - 1991 - Bulletin of the Psychonomic Society 29 (6):475-475.
  • The Cognitive Unconscious: An Evolutionary Perspective.Arthur S. Reber - 1992 - Consciousness and Cognition 1 (2):93-133.
    In recent decades it has become increasingly clear that a substantial amount of cognitive work goes on independent of consciousness. The research has been carried out largely under two rubrics, implicit learning and implicit memory. The former has been concerned primarily with the acquisition of knowledge independent of awareness and the latter with the manner in which memories not readily available to conscious recall or recognition play a role in behavior; collectively these operations comprise the essential functions of the cognitive (...)
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  • Synthetic Grammar Learning: Implicit Rule Abstraction or Explicit Fragmentary Knowledge?Pierre Perruchet & Chantal Pacteau - 1990 - Journal of Experimental Psychology: General 119 (3):264-275.
  • Implicit Learning: Theoretical and Empirical Issues.Dianne C. Berry & Zoltán Dienes (eds.) - 1993 - Lawerence Erlbaum.
    This book presents an overview of these studies and attempts to clarify apparently disparate results by placing them in a coherent theoretical framework.
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  • Synthetic Grammar Learning: Implicit Rule Abstraction or Explicit Fragmentary Knowledge.Pierre Perruchet & C. Pacteau - 1990 - Journal of Experimental Psychology 119:264-75.
  • Implicit Learning of Artificial Grammars.Arthur S. Reber - 1967 - Journal of Verbal Learning and Verbal Behavior 6:855-863.
  • Implicit Learning and Tacit Knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology 118:219-35.
  • Implicit Learning and Consciousness: An Empirical, Philosophical, and Computational Consensus in the Making.Robert M. French - 2002 - Psychology Press.
    Implicit Learning and Consciousness challenges conventional wisdom and presents the most up-to-date studies to define, quantify and test the predictions of the main models of implicit learning. The chapters include a variety of research from computer modeling, experimental psychology and neural imaging to the clinical data resulting from work with amnesics. The result is a topical book that provides an overview of the debate on implicit learning, and the various philosophical, psychological and neurological frameworks in which it can be placed. (...)
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  • A Case of Syntactical Learning and Judgment: How Conscious and How Abstract?Donelson E. Dulany, Richard A. Carlson & G. I. Dewey - 1984 - Journal of Experimental Psychology 113:541-555.