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  1. (1 other version)Consciousness, explanatory inversion and cognitive science.John R. Searle - 1990 - Behavioral and Brain Sciences 13 (1):585-642.
    Cognitive science typically postulates unconscious mental phenomena, computational or otherwise, to explain cognitive capacities. The mental phenomena in question are supposed to be inaccessible in principle to consciousness. I try to show that this is a mistake, because all unconscious intentionality must be accessible in principle to consciousness; we have no notion of intrinsic intentionality except in terms of its accessibility to consciousness. I call this claim the The argument for it proceeds in six steps. The essential point is that (...)
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  • Consciousness and accessibility.Ned Block - 1990 - Behavioral and Brain Sciences 13 (4):596-598.
    This is my first publication of the distinction between phenomenal consciousness and access consciousness, though not using quite those terms. It ends with this: "The upshot is this: If Searle is using the access sense of "consciousness," his argument doesn't get to first base. If, as is more likely, he intends the what-it-is-like sense, his argument depends on assumptions about issues that the cognitivist is bound to regard as deeply unsettled empirical questions." Searle replies: "He refers to what he calls (...)
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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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  • Evolution, selection, and cognition: From learning to parameter setting in biology and in the study of language.Massimo Piattelli-Palmarini - 1989 - Cognition 31 (1):1-44.
    Most biologists and some cognitive scientists have independently reached the conclusion that there is no such thing as learning in the traditional “instructive‘ sense. This is, admittedly, a somewhat extreme thesis, but I defend it herein the light of data and theories jointly extracted from biology, especially from evolutionary theory and immunology, and from modern generative grammar. I also point out that the general demise of learning is uncontroversial in the biological sciences, while a similar consensus has not yet been (...)
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  • 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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  • Is the mind conscious, functional, or both?Max Velmans - 1990 - Behavioral and Brain Sciences 13 (4):629-630.
    What, in essence, characterizes the mind? According to Searle, the potential to be conscious provides the only definitive criterion. Thus, conscious states are unquestionably "mental"; "shallow unconscious" states are also "mental" by virtue of their capacity to be conscious (at least in principle); but there are no "deep unconscious mental states" - i.e. those rules and procedures without access to consciousness, inferred by cognitive science to characterize the operations of the unconscious mind are not mental at all. Indeed, according to (...)
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  • Principles for Implicit Learning.Axel Cleeremans - 1997 - In Dianne 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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  • Ontogeny and intentionality.Philip David Zelazo & J. Steven Reznick - 1990 - Behavioral and Brain Sciences 13 (4):631-632.
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  • From overt behavior to hypothetical behavior to memory: Inference in the wrong direction.Howard Rachlin - 1994 - Behavioral and Brain Sciences 17 (1):147-148.
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  • Who is computing with the brain?John R. Searle - 1990 - Behavioral and Brain Sciences 13 (4):632-642.
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  • The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach.Ron Sun - 2005 - Psychological Review 112 (1):159-192.
    This article explicates the interaction between implicit and explicit processes in skill learning, in contrast to the tendency of researchers to study each type in isolation. It highlights various effects of the interaction on learning (including synergy effects). The authors argue for an integrated model of skill learning that takes into account both implicit and explicit processes. Moreover, they argue for a bottom-up approach (first learning implicit knowledge and then explicit knowledge) in the integrated model. A variety of qualitative data (...)
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  • Dynamic systems as tools for analysing human judgement.Joachim Funke - 2001 - Thinking and Reasoning 7 (1):69 – 89.
    With the advent of computers in the experimental labs, dynamic systems have become a new tool for research on problem solving and decision making. A short review of this research is given and the main features of these systems (connectivity and dynamics) are illustrated. To allow systematic approaches to the influential variables in this area, two formal frameworks (linear structural equations and finite state automata) are presented. Besides the formal background, the article sets out how the task demands of system (...)
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  • Empirical criteria for task susceptibility to introspective awareness and awareness effects.Sam Rakover - 1993 - Philosophical Psychology 6 (4):451 – 467.
    A proposed empirical criterion for task susceptibility to introspective awareness distinguishes cognitive processes of which one cannot be aware from those of which one can be aware. The empirical criterion for task susceptibility to awareness effects proposes that there are tasks which cannot be affected by awareness of the rules constituting the tasks. These criteria were applied to research programmes in rule-learning in which past studies in the area of learning without awareness were included as well as current research in (...)
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  • All Together Now: Concurrent Learning of Multiple Structures in an Artificial Language.Alexa R. Romberg & Jenny R. Saffran - 2013 - Cognitive Science 37 (7):1290-1320.
    Natural languages contain many layers of sequential structure, from the distribution of phonemes within words to the distribution of phrases within utterances. However, most research modeling language acquisition using artificial languages has focused on only one type of distributional structure at a time. In two experiments, we investigated adult learning of an artificial language that contains dependencies between both adjacent and non-adjacent words. We found that learners rapidly acquired both types of regularities and that the strength of the adjacent statistics (...)
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  • Accounting for the computational basis of consciousness: A connectionist approach.Ron Sun - 1999 - Consciousness and Cognition 8 (4):529-565.
    This paper argues for an explanation of the mechanistic (computational) basis of consciousness that is based on the distinction between localist (symbolic) representation and distributed representation, the ideas of which have been put forth in the connectionist literature. A model is developed to substantiate and test this approach. The paper also explores the issue of the functional roles of consciousness, in relation to the proposed mechanistic explanation of consciousness. The model, embodying the representational difference, is able to account for the (...)
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  • Attention and awareness in sequence learning.Axel Cleeremans - forthcoming - Proceedings of the Fiftheenth Annual Conference of the Cognitive Science Society:227-232.
    referred to as implicit learning (Reber, 1989). Implicit learning contrasts with explicit learning (exhibited for.
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  • On being accessible to consciousness.David M. Rosenthal - 1990 - Behavioral and Brain Sciences 13 (4):621-621.
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  • System structure and cognitive ability as predictors of performance in dynamic system control tasks.Jan Hundertmark, Daniel V. Holt, Andreas Fischer, Nadia Said & Helen Fischer - 2015 - Journal of Dynamic Decision Making 1 (1).
    In dynamic system control, cognitive mechanisms and abilities underlying performance may vary depending on the nature of the task. We therefore investigated the effects of system structure and its interaction with cognitive abilities on system control performance. A sample of 127 university students completed a series of different system control tasks that were manipulated in terms of system size and recurrent feedback, either with or without a cognitive load manipulation. Cognitive abilities assessed included reasoning ability, working memory capacity, and cognitive (...)
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  • The role of working memory in motor learning and performance.J. P. Maxwell, R. S. W. Masters & F. F. Eves - 2003 - Consciousness and Cognition 12 (3):376-402.
    Three experiments explore the role of working memory in motor skill acquisition and performance. Traditional theories postulate that skill acquisition proceeds through stages of knowing, which are initially declarative but later procedural. The reported experiments challenge that view and support an independent, parallel processing model, which predicts that procedural and declarative knowledge can be acquired separately and that the former does not depend on the availability of working memory, whereas, the latter does. The behaviour of these two processes was manipulated (...)
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  • Loose connections: Four problems in Searie's argument for the “Connection Principle”.Dan Lloyd - 1990 - Behavioral and Brain Sciences 13 (4):615-616.
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  • Subjective measures of unconscious knowledge of concepts.Eleni Ziori & Zoltán Dienes - 2006 - Mind and Society 5 (1):105-122.
    This paper considers different subjective measures of conscious and unconscious knowledge in a concept formation paradigm. In particular, free verbal reports are compared with two subjective measures, the zero-correlation and the guessing criteria, based on trial-by-trial confidence ratings (a type of on-line verbal report). Despite the fact that free verbal reports are frequently dismissed as being insensitive measures of conscious knowledge, a considerable bulk of research on implicit learning has traditionally relied on this measure of consciousness, because it is widely (...)
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  • Constituent causation and the reality of mind.Georges Rey - 1990 - Behavioral and Brain Sciences 13 (4):620-621.
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  • Comparing direct and indirect measures of sequence learning.Jimenez Luis, Mendez Castor & Cleeremans Axel - 1996 - Journal of Experimental Psychology 22 (4):948-969.
    Comparing the relative sensitivity of direct and indirect measures of learning is proposed as the best way to provide evidence for unconscious learning when both conceptual and operative definitions of awareness are lacking. This approach was first proposed by Reingold & Merikle (1988) in the context of subliminal perception. In this paper, we apply it to a choice reaction time task in which the material is generated based on a probabilistic finite-state grammar (Cleeremans, 1993). We show (1) that participants progressively (...)
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  • Unconscious mental states do have an aspectual shape.Howard Shevrin - 1990 - Behavioral and Brain Sciences 13 (4):624-625.
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  • Dissociable learning and memory systems of the brain.Larry R. Squire, Stephan Hamann & Barbara Knowlton - 1994 - Behavioral and Brain Sciences 17 (3):422-423.
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  • Awareness and abstraction are graded dimensions.Axel Cleeremans - 1994 - Behavioral and Brain Sciences 17 (3):402-403.
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  • Computation, reduction, and teleology of consciousness.Ron Sun - 2001 - Cognitive Systems Research 1 (1):241-249.
    This paper aims to explore mechanistic and teleological explanations of consciousness. In terms of mechanistic explanations, it critiques various existing views, especially those embodied by existing computational cognitive models. In this regard, the paper argues in favor of the explanation based on the distinction between localist (symbolic) representation and distributed representation (as formulated in the connectionist literature), which reduces the phenomenological difference to a mechanistic difference. Furthermore, to establish a teleological explanation of consciousness, the paper discusses the issue of the (...)
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  • Awareness inflated, evaluative conditioning underestimated.Frank Baeyens, Jan De Houwer & Paul Eelen - 1994 - Behavioral and Brain Sciences 17 (3):396-397.
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  • Passing thoughts on the evolutionary stability of implicit motor behaviour: Performance retention under physiological fatigue.J. M. Poolton, R. S. W. Masters & J. P. Maxwell - 2007 - Consciousness and Cognition 16 (2):456-468.
    Heuristics of evolutionary biology dictate that phylogenetically older processes are inherently more stable and resilient to disruption than younger processes. On the grounds that non-declarative behaviour emerged long before declarative behaviour, Reber argues that implicit learning is supported by neural processes that are evolutionarily older than those supporting explicit learning. Reber suggested that implicit learning thus leads to performance that is more robust than explicit learning. Applying this evolutionary framework to motor performance, we examined whether implicit motor learning, relative to (...)
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  • Unconscious symmetrical inferences: A role of consciousness in event integration.Diego Alonso, Luis J. Fuentes & Bernhard Hommel - 2006 - Consciousness and Cognition 15 (2):386-396.
    Explicit and implicit learning have been attributed to different learning processes that create different types of knowledge structures. Consistent with that claim, our study provides evidence that people integrate stimulus events differently when consciously aware versus unaware of the relationship between the events. In a first, acquisition phase participants sorted words into two categories , which were fully predicted by task-irrelevant primes—the labels of two other, semantically unrelated categories . In a second, test phase participants performed a lexical decision task, (...)
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  • Searle's vision of psychology.James Higginbotham - 1990 - Behavioral and Brain Sciences 13 (4):608-610.
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  • Mathematical principles of reinforcement.Peter R. Killeen - 1994 - Behavioral and Brain Sciences 17 (1):105-135.
    Effective conditioning requires a correlation between the experimenter's definition of a response and an organism's, but an animal's perception of its behavior differs from ours. These experiments explore various definitions of the response, using the slopes of learning curves to infer which comes closest to the organism's definition. The resulting exponentially weighted moving average provides a model of memory that is used to ground a quantitative theory of reinforcement. The theory assumes that: incentives excite behavior and focus the excitement on (...)
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  • Anxiety-linked task performance: Dissociating the influence of restricted working memory capacity and increased investment of effort.Sarra Hayes, Colin MacLeod & Geoff Hammond - 2009 - Cognition and Emotion 23 (4):753-781.
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  • Somebody flew over Searle's ontological prison.Massimo Piattelli-Palmarini - 1990 - Behavioral and Brain Sciences 13 (4):618-619.
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  • Whither learning, whither memory?Michael A. Stadler & Peter A. Frensch - 1994 - Behavioral and Brain Sciences 17 (3):423-424.
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  • The response problem.Robert C. Bolles - 1994 - Behavioral and Brain Sciences 17 (1):135-136.
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  • Accessibility “in principle”.Noam Chomsky - 1990 - Behavioral and Brain Sciences 13 (4):600-601.
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  • Unconscious mental processes.Clark Glymour - 1990 - Behavioral and Brain Sciences 13 (4):606-607.
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  • On the Futility of Attempting to Demonstrate Null Awareness.Philip M. Merikle - 1994 - Behavioral and Brain Sciences 17 (3):412-412.
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  • Criteria for an effective theory of consciousness and some preliminary attempts.Ron Sun - 2004 - Consciousness and Cognition 13 (2):268-301.
    In the physical sciences a rigorous theory is a hierarchy of descriptions in which causal relationships between many general types of entity at a phenomenological level can be derived from causal relationships between smaller numbers of simpler entities at more detailed levels. The hierarchy of descriptions resembles the modular hierarchy created in electronic systems in order to be able to modify a complex functionality without excessive side effects. Such a hierarchy would make it possible to establish a rigorous scientific theory (...)
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  • Animal-centered models of reinforcement.William Timberlake - 1994 - Behavioral and Brain Sciences 17 (1):153-154.
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  • Role of prior knowledge in implicit and explicit learning of artificial grammars.Eleni Ziori, Emmanuel M. Pothos & Zoltán Dienes - 2014 - Consciousness and Cognition 28:1-16.
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  • Is learning during anaesthesia implicit?Jackie Andrade - 1994 - Behavioral and Brain Sciences 17 (3):395-396.
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  • A step too far?Dianne C. Berry - 1994 - Behavioral and Brain Sciences 17 (3):397-398.
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  • Are subliminal mere exposure effects a form of implicit learning?Robert F. Bornstein - 1994 - Behavioral and Brain Sciences 17 (3):398-399.
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  • Validation of behavioural equations: Can neurobiology help?C. M. Bradshaw - 1994 - Behavioral and Brain Sciences 17 (1):136-137.
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  • Intention itself will disappear when its mechanisms are known.Bruce Bridgeman - 1990 - Behavioral and Brain Sciences 13 (4):598-599.
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  • Of what are we aware?Nathan Brody & Michael J. Crowley - 1994 - Behavioral and Brain Sciences 17 (3):399-399.
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  • Conscious mental episodes and skill acquisition.Richard A. Carlson - 1990 - Behavioral and Brain Sciences 13 (4):599-599.
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  • Is implicit learning about consciousness?Richard A. Carlson - 1994 - Behavioral and Brain Sciences 17 (3):400-400.
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