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  1. The other hard problem: How to bridge the gap between subsymbolic and symbolic cognition.Axel Cleeremans - 1998 - Behavioral and Brain Sciences 21 (1):22-23.
    The constructivist notion that features are purely functional is incompatible with the classical computational metaphor of mind. I suggest that the discontent expressed by Schyns, Goldstone and Thibaut about fixed-features theories of categorization reflects the growing impact of connectionism, and show how their perspective is similar to recent research on implicit learning, consciousness, and development. A hard problem remains, however: How to bridge the gap between subsymbolic and symbolic cognition.
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  • Know thyself: Metacognitive networks and measures of consciousness.Antoine Pasquali, Bert Timmermans & Axel Cleeremans - 2010 - Cognition 117 (2):182-190.
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  • Optimizing subjective measures of consciousness.Morten Overgaard, Bert Timmermans, Kristian Sandberg & Axel Cleeremans - 2010 - Consciousness and Cognition 19 (2):682-684.
    Dienes and Seth (2010) conclude that confidence ratings and post-decision wagering are two comparable and recommendable measures of conscious experience. In a recently submitted paper, we have however found that both methods are problematic and seem less suited to measure consciousness than a direct introspective measure. Here, we discuss the methodology and conclusions put forward by Dienes and Seth, and why we think the two experiments end up with so different recommendations.
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  • Consciousness: Individuated Information in Action.Jakub Jonkisz - 2015 - Frontiers in Psychology 6.
    Within theoretical and empirical enquiries, many different meanings associated with consciousness have appeared, leaving the term itself quite vague. This makes formulating an abstract and unifying version of the concept of consciousness – the main aim of this article –into an urgent theoretical imperative. It is argued that consciousness, characterized as dually accessible (cognized from the inside and the outside), hierarchically referential (semantically ordered), bodily determined (embedded in the working structures of an organism or conscious system), and useful in action (...)
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  • Principles for Implicit Learning.Axel Cleeremans - 1997 - In Dianne C. Berry (ed.), How Implicit is Implicit Learning? Oxford University Press.
    Complete URL to this document: http://srsc.ulb.ac.be/axcWWW/93-Principles.html.
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