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The intuitive mind

Behavioral and Brain Sciences 17 (3):414-414 (1994)

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  1. Controlled and Automatic Human Information Processing: Perceptual Learning, Automatic Attending, and a General Theory.Richard M. Shiffrin & Walter E. Schneider - 1977 - Psychological Review 84 (2):128-90.
    Tested the 2-process theory of detection, search, and attention presented by the current authors in a series of experiments. The studies demonstrate the qualitative difference between 2 modes of information processing: automatic detection and controlled search; trace the course of the learning of automatic detection, of categories, and of automatic-attention responses; and show the dependence of automatic detection on attending responses and demonstrate how such responses interrupt controlled processing and interfere with the focusing of attention. The learning of categories is (...)
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  • What is It Like to Be a Bat?Thomas Nagel - 1974 - Philosophical Review 83 (October):435-50.
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  • Slippage in the Unity of Consciousness.Anthony J. Marcel - 1993 - In G. R. Bock & James L. Marsh (eds.), Experimental and Theoretical Studies of Consciousness. (Ciba Foundation Symposium 174). pp. 168-186.
  • Learning and Applying Contextual Constraints in Sentence Comprehension.Mark F. St John & James L. McClelland - 1990 - Artificial Intelligence 46 (1-2):217-257.
  • Consciousness Explained.William G. Lycan - 1993 - Philosophical Review 102 (3):424.
  • The Principles of Psychology.William James - 1890 - The Monist 1:284.
     
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  • Maturational Constraints on Language Learning.Elissa L. Newport - 1990 - Cognitive Science 14 (1):11-28.
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  • Finding Structure in Time.Jeffrey L. Elman - 1990 - Cognitive Science 14 (2):179-211.
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  • Analogic and Abstraction Strategies in Synthetic Grammar Learning: A Functionalist Interpretation.Arthur S. Reber & Rhianon Allen - 1978 - Cognition 6 (3):189-221.
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  • Implicit Learning: An Analysis of the Form and Structure of a Body of Tacit Knowledge.A. Reber - 1977 - Cognition 5 (4):333-361.
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  • Two Modes of Learning for Interactive Tasks.Neil A. Hayes & Donald E. Broadbent - 1988 - Cognition 28 (3):249-276.
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  • Learning and Development in Neural Networks: The Importance of Starting Small.Jeffrey L. Elman - 1993 - Cognition 48 (1):71-99.
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  • The Case for Rules in Reasoning.Edward E. Smith, Christopher Langston & Richard E. Nisbett - 1992 - Cognitive Science 16 (1):1-40.
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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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  • Behaviorism at Fifty.B. F. Skinner - 1984 - Behavioral and Brain Sciences 7 (4):615.
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  • The Operational Analysis of Psychological Terms.B. F. Skinner - 1984 - Behavioral and Brain Sciences 7 (4):547.
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  • U-Shaped Learning and Frequency Effects in a Multi-Layered Perception: Implications for Child Language Acquisition.Kim Plunkett & Virginia Marchman - 1991 - Cognition 38 (1):43-102.
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  • The Evolution of Multiple Memory Systems.David F. Sherry & Daniel L. Schacter - 1987 - Psychological Review 94 (4):439-454.
  • Implicit Acquisition of Abstract Knowledge About Artificial Grammar: Some Methodological and Conceptual Issues.Pierre Perruchet & Chantal Pacteau - 1991 - Journal of Experimental Psychology: General 120 (1):112-116.
  • Self-Perpetuating Development of Encoding Biases.Pawel Lewicki, Thomas Hill & Irene Sasaki - 1989 - Journal of Experimental Psychology: General 118 (4):323-337.
  • Taking Phenomenology Seriously: The "Fringe" and its Implication for Cognitive Research.Bruce Mangan - 1993 - Consciousness and Cognition 2 (2):89-108.
    Evidence and theory ranging from traditional philosophy to contemporary cognitive research support the hypothesis that consciousness has a two-part structure: a focused region of articulated experience surrounded by a field of relatively unarticulated, vague experience.William James developed an especially useful phenomenological analysis of this "fringe" of consciousness, but its relation to, and potential value for, the study of cognition has not been explored. I propose strengthening James′ work on the fringe with a functional analysis: fringe experiences work to radically condense (...)
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  • The Concept of Mind.Gilbert Ryle - 1949 - Revue Philosophique de la France Et de l'Etranger 141:125-126.
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  • An Operant Analysis of Problem Solving.B. F. Skinner - 1984 - Behavioral and Brain Sciences 7 (4):583-591.
    Behavior that solves a problem is distinguished by the fact that it changes another part of the solver's behavior and is strengthened when it does so. Problem solving typically involves the construction of discriminative stimuli. Verbal responses produce especially useful stimuli, because they affect other people. As a culture formulates maxims, laws, grammar, and science, its members behave more effectively without direct or prolonged contact with the contingencies thus formulated. The culture solves problems for its members, and does so by (...)
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  • Unconscious Cerebral Initiative and the Role of Conscious Will in Voluntary Action.Benjamin Libet - 1985 - Behavioral and Brain Sciences 8 (4):529-66.
    Voluntary acts are preceded by electrophysiological (RPs). With spontaneous acts involving no preplanning, the main negative RP shift begins at about200 ms. Control experiments, in which a skin stimulus was timed (S), helped evaluate each subject's error in reporting the clock times for awareness of any perceived event.
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  • Learning During Anesthesia: A Review.Jackie Andrade - 1995 - British Journal of Psychology 86:479-506.
  • Toward an Instance Theory of Automatization.Gordon D. Logan - 1988 - Psychological Review 95 (4):492-527.
  • What Do People Think They're Doing? Action Identification and Human Behavior.Robin R. Vallacher & Daniel M. Wegner - 1987 - Psychological Review 94 (1):3-15.
  • "Schema Abstraction" in a Multiple-Trace Memory Model.Douglas L. Hintzman - 1986 - Psychological Review 93 (4):411-428.
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  • Learning the Structure of Event Sequences.Axel Cleeremans & James L. McClelland - 1991 - Journal of Experimental Psychology: General 120 (3):235-253.
  • Specializing the Operation of an Explicit Rule.Scott W. Allen & Lee R. Brooks - 1991 - Journal of Experimental Psychology: General 120 (1):3-19.
  • 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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  • Telling More Than We Can Know: Verbal Reports on Mental Processes.Richard E. Nisbett & Timothy D. Wilson~ - 1977 - Psychological Review 84 (3):231-59.
    Reviews evidence which suggests that there may be little or no direct introspective access to higher order cognitive processes. Ss are sometimes unaware of the existence of a stimulus that importantly influenced a response, unaware of the existence of the response, and unaware that the stimulus has affected the response. It is proposed that when people attempt to report on their cognitive processes, that is, on the processes mediating the effects of a stimulus on a response, they do not do (...)
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  • Dissociated Overt and Covert Recognition as an Emergent Property of a Lesioned Neural Network.Martha J. Farah, Randall C. O'Reilly & Shaun P. Vecera - 1993 - Psychological Review 100 (4):571-588.
  • Attention, Similarity, and the Identification–Categorization Relationship.Robert M. Nosofsky - 1986 - Journal of Experimental Psychology: General 115 (1):39-57.
  • Context Theory of Classification Learning.D. L. Medin & M. M. Schaffer - 1978 - Psychological Review 85 (3):207-238.
  • Retrieval Independence in Recognition and Recall.Arthur J. Flexser & Endel Tulving - 1978 - Psychological Review 85 (3):153-171.
  • The Operational Analysis of Psychological Terms.B. F. Skinner - 1945 - Psychological Review 52 (5):270-277.
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  • Cognitive Representations of Semantic Categories.Eleanor Rosch - 1975 - Journal of Experimental Psychology: General 104 (3):192-233.
  • On Consciousness in Syntactic Learning and Judgment: A Reply to Reber, Allen, and Regan.Don E. Dulany, Richard A. Carlson & Gerald I. Dewey - 1985 - Journal of Experimental Psychology: General 114 (1):25-32.
  • Abstractness of Implicit Grammar Knowledge: Comments on Perruchet and Pacteau's Analysis of Synthetic Grammar Learning.Robert C. Mathews - 1990 - Journal of Experimental Psychology: General 119 (4):412-416.
  • Syntactical Learning and Judgment, Still Unconscious and Still Abstract: Comment on Dulany, Carlson, and Dewey.Arthur S. Reber, Rhianon Allen & Susan Regan - 1985 - Journal of Experimental Psychology: General 114 (1):17-24.
  • An Interactive Activation Model of Context Effects in Letter Perception: I. An Account of Basic Findings.James L. McClelland & David E. Rumelhart - 1981 - Psychological Review 88 (5):375-407.
  • Controlled and Automatic Human Information Processing: I. Detection, Search, and Attention.Walter Schneider & Richard M. Shiffrin - 1977 - Psychological Review 84 (1):1-66.
  • On the Primacy of the Implicit: Comment on Perruchet and Pacteau.Arthur S. Reber - 1990 - Journal of Experimental Psychology: General 119 (3):340-342.
  • Is Human Information Processing Conscious?Max Velmans - 1991 - Behavioral and Brain Sciences 14 (4):651-69.
    Investigations of the function of consciousness in human information processing have focused mainly on two questions: (1) where does consciousness enter into the information processing sequence and (2) how does conscious processing differ from preconscious and unconscious processing. Input analysis is thought to be initially "preconscious," "pre-attentive," fast, involuntary, and automatic. This is followed by "conscious," "focal-attentive" analysis which is relatively slow, voluntary, and flexible. It is thought that simple, familiar stimuli can be identified preconsciously, but conscious processing is needed (...)
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  • 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.
  • Rule-Plus-Exception Model of Classification Learning.Robert M. Nosofsky, Thomas J. Palmeri & Stephen C. McKinley - 1994 - Psychological Review 101 (1):53-79.
  • Distributed Memory and the Representation of General and Specific Information.James L. McClelland & David E. Rumelhart - 1985 - Journal of Experimental Psychology 114 (2):159-188.
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  • Affective Discrimination of Stimuli That Are Not Recognized: II. Effect of Delay Between Study and Test.John G. Seamon, Nathan Brody & David M. Kauff - 1983 - Bulletin of the Psychonomic Society 21 (3):187-189.
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  • Consciousness is a “Subjective” State.Philip M. Merikle & Jim Cheesman - 1986 - Behavioral and Brain Sciences 9 (1):42-42.