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  1. Comparison processes in social judgment: Mechanisms and consequences.Thomas Mussweiler - 2003 - Psychological Review 110 (3):472-489.
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  • (1 other version)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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  • (1 other version)Characteristics of dissociable human learning systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-395.
    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, between learning that takes place with versus without concurrent awareness, and between learning that involves the encoding of instances versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning derived from subliminal learning, (...)
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  • Procedural knowledge and processing strategies in social cognition.Eliot R. Smith - 1994 - In Robert S. Wyer & Thomas K. Srull (eds.), Handbook of Social Cognition: Applications. Lawrence Erlbaum. pp. 1--99.
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  • Facilitation in recognizing pairs of words: Evidence of a dependence between retrieval operations.David E. Meyer & Roger W. Schvaneveldt - 1971 - Journal of Experimental Psychology 90 (2):227.
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  • (1 other version)Computational models of implicit learning.Axel Cleeremans & Zoltán Dienes - 2008 - In Ron Sun (ed.), The Cambridge handbook of computational psychology. New York: Cambridge University Press. pp. 396--421.
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  • Attention and consciousness: two distinct brain processes.Christof Koch & Naotsugu Tsuchiya - 2007 - Trends in Cognitive Sciences 11 (1):16-22.
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  • The propositional nature of human associative learning.Chris J. Mitchell, Jan De Houwer & Peter F. Lovibond - 2009 - Behavioral and Brain Sciences 32 (2):183-198.
    The past 50 years have seen an accumulation of evidence suggesting that associative learning depends on high-level cognitive processes that give rise to propositional knowledge. Yet, many learning theorists maintain a belief in a learning mechanism in which links between mental representations are formed automatically. We characterize and highlight the differences between the propositional and link approaches, and review the relevant empirical evidence. We conclude that learning is the consequence of propositional reasoning processes that cooperate with the unconscious processes involved (...)
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  • The theory of event coding (TEC): A framework for perception and action planning.Bernhard Hommel, Jochen Müsseler, Gisa Aschersleben & Wolfgang Prinz - 2001 - Behavioral and Brain Sciences 24 (5):849-878.
    Traditional approaches to human information processing tend to deal with perception and action planning in isolation, so that an adequate account of the perception-action interface is still missing. On the perceptual side, the dominant cognitive view largely underestimates, and thus fails to account for, the impact of action-related processes on both the processing of perceptual information and on perceptual learning. On the action side, most approaches conceive of action planning as a mere continuation of stimulus processing, thus failing to account (...)
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  • (1 other version)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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  • (1 other version)Conscious, preconscious, and subliminal processing: A testable taxonomy.Stanislas Dehaene, Jean-Pierre Changeux, Lionel Naccache, Jérôme Sackur & Claire Sergent - 2006 - Trends in Cognitive Sciences 10 (5):204-211.
    Amidst the many brain events evoked by a visual stimulus, which are specifically associated with conscious perception, and which merely reflect non-conscious processing? Several recent neuroimaging studies have contrasted conscious and non-conscious visual processing, but their results appear inconsistent. Some support a correlation of conscious perception with early occipital events, others with late parieto-frontal activity. Here we attempt to make sense of those dissenting results. On the basis of a minimal neuro-computational model, the global neuronal workspace hypothesis, we propose a (...)
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  • Towards a cognitive neuroscience of consciousness: Basic evidence and a workspace framework.Stanislas Dehaene & Lionel Naccache - 2001 - Cognition 79 (1):1-37.
    This introductory chapter attempts to clarify the philosophical, empirical, and theoretical bases on which a cognitive neuroscience approach to consciousness can be founded. We isolate three major empirical observations that any theory of consciousness should incorporate, namely (1) a considerable amount of processing is possible without consciousness, (2) attention is a prerequisite of consciousness, and (3) consciousness is required for some specific cognitive tasks, including those that require durable information maintenance, novel combinations of operations, or the spontaneous generation of intentional (...)
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  • Costs of a predictible switch between simple cognitive tasks.Robert D. Rogers & Stephen Monsell - 1995 - Journal of Experimental Psychology: General 124 (2):207.
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  • Conscious and unconscious proportion effects in masked priming☆.E. VandEnbussche, G. SeGers & B. Reynvoet - 2008 - Consciousness and Cognition 17 (4):1345-1358.
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  • Why visual attention and awareness are different.Victor A. F. Lamme - 2003 - Trends in Cognitive Sciences 7 (1):12-18.
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  • Habits as knowledge structures: Automaticity in goal-directed behavior.Henk Aarts & Ap Dijksterhuis - 2000 - Journal of Personality and Social Psychology 78 (1):53-63.
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  • In the theatre of consciousness: Global workspace theory, a rigorous scientific theory of consciousness.Bernard J. Baars - 1997 - Journal of Consciousness Studies 4 (4):292-309.
    Can we make progress exploring consciousness? Or is it forever beyond human reach? In science we never know the ultimate outcome of the journey. We can only take whatever steps our current knowledge affords. This paper explores today's evidence from the viewpoint of Global Workspace theory. First, we ask what kind of evidence has the most direct bearing on the question. The answer given here is ‘contrastive analysis’ -- a set of paired comparisons between similar conscious and unconscious processes. This (...)
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  • The asymmetry between top-down effects and unconscious cognition: Additional issues.E. VandEnbussche & B. Reynvoet - 2008 - Consciousness and Cognition 17 (4):1361-1363.
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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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  • (1 other version)Implicit learning and tacit knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology 118:219-35.
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  • The asymmetry between top-down effects and unconscious cognition: Additional issues.Eva Van den Bussche & Bert Reynvoet - 2008 - Consciousness and Cognition 17 (4):1361-1363.
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  • Conscious and unconscious proportion effects in masked priming.Eva Van den Bussche, Gitte Segers & Bert Reynvoet - 2008 - Consciousness and Cognition 17 (4):1345-1358.
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  • Deep cognitive activation: a new approach to the unconscious.D. M. Wegner & L. Smart - 1997 - Journal of Consulting and Clinical Psychology 65 (6):984-995.
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