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  1. 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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  • A process dissociation framework: Separating automatic from intentional uses of memory.Larry L. Jacoby - 1991 - Journal of Memory and Language 30:513-41.
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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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  • 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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  • Can sequence learning be implicit? New evidence with the process dissociation procedure.Arnaud Destrebecqz & Axel Cleeremans - 2001 - Psychonomic Bulletin and Review 8 (2):343-350.
    Running head: Implicit sequence learning ABSTRACT Can we learn without awareness? Although this issue has been extensively explored through studies of implicit learning, there is currently no agreement about the extent to which knowledge can be acquired and projected onto performance in an unconscious way. The controversy, like that surrounding implicit memory, seems to be at least in part attributable to unquestioned acceptance of the unrealistic assumption that tasks are process-pure, that is, that a given task exclusively involves either implicit (...)
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  • Memory: Task dissociations, process dissociations and dissociations of consciousness.A. Richardson-Klavehn, John M. Gardiner & R. I. Java - 1995 - In Geoffrey D. M. Underwood (ed.), Implicit Cognition. Oxford University Press.
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  • On the neural correlates of object recognition awareness: Relationship to computational activities and activities mediating perceptual awareness.Terence V. Sewards & Mark A. Sewards - 2002 - Consciousness and Cognition 11 (1):51-77.
    Based on theoretical considerations of Aurell (1979) and Block (1995), we argue that object recognition awareness is distinct from purely sensory awareness and that the former is mediated by neuronal activities in areas that are separate and distinct from cortical sensory areas. We propose that two of the principal functions of neuronal activities in sensory cortex, which are to provide sensory awareness and to effect the computations that are necessary for object recognition, are dissociated. We provide examples of how this (...)
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