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  1. Can musical transformations be implicitly learned?Zoltan Dienes & Christopher Longuet-Higgins - 2004 - Cognitive Science 28 (4):531-558.
    The dominant theory of what people can learn implicitly is that they learn chunks of adjacent elements in sequences. A type of musical grammar that goes beyond specifying allowable chunks is provided by serialist or 12‐tone music. The rules constitute operations over variables and could not be appreciated as such by a system that can only chunk elements together. A series of studies investigated the extent to which people could implicitly (or explicitly) learn the structures of serialist music. We found (...)
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  • (1 other version)Measuring consciousness: relating behavioural and neurophysiological approaches.Anil K. Seth, Zoltán Dienes, Axel Cleeremans, Morten Overgaard & Luiz Pessoa - 2008 - Trends in Cognitive Sciences 12 (8):314-321.
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  • Contingency learning without awareness: Evidence for implicit control.James R. Schmidt, Matthew J. C. Crump, Jim Cheesman & Derek Besner - 2007 - Consciousness and Cognition 16 (2):421-435.
    The results of four experiments provide evidence for controlled processing in the absence of awareness. Participants identified the colour of a neutral distracter word. Each of four words was presented in one of the four colours 75% of the time or 50% of the time . Colour identification was faster when the words appeared in the colour they were most often presented in relative to when they appeared in another colour, even for participants who were subjectively unaware of any contingencies (...)
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  • Preconscious processing.Phil Merikle - 2007 - In Max Velmans & Susan Schneider (eds.), The Blackwell Companion to Consciousness. New York: Wiley-Blackwell.
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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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  • 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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  • Fringe consciousness in sequence learning: The influence of individual differences.Elisabeth Norman, Mark C. Price & Simon C. Duff - 2006 - Consciousness and Cognition 15 (4):723-760.
    We first describe how the concept of “fringe consciousness” can characterise gradations of consciousness between the extremes of implicit and explicit learning. We then show that the NEO-PI-R personality measure of openness to feelings, chosen to reflect the ability to introspect on fringe feelings, influences both learning and awareness in the serial reaction time task under conditions that have previously been associated with implicit learning . This provides empirical evidence for the proposed phenomenology and functional role of fringe consciousness in (...)
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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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  • Implicit Learning and Consciousness: A Graded, Dynamic Perspective.Axel Cleeremans & Luis Jimenez - 2002 - In Robert Matthew French & Axel Cleeremans (eds.), Implicit Learning and Consciousness: An Empirical. Psychology Press.
    While the study of implicit learning is nothing new, the field as a whole has come to embody — over the last decade or so — ongoing questioning about three of the most fundamental debates in the cognitive sciences: The nature of consciousness, the nature of mental representation (in particular the difficult issue of abstraction), and the role of experience in shaping the cognitive system. Our main goal in this chapter is to offer a framework that attempts to integrate current (...)
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  • Subjective measures of unconscious knowledge.Z. Dienes - 2008 - In Rahul Banerjee & Bikas K. Chakrabarti (eds.), Models of brain and mind: physical, computational, and psychological approaches. Boston: Elsevier.
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  • Facilitation and Interference in Indirect/Implicit Memory Tests and in the Process Dissociation Paradigm: The Letter Insertion and the Letter Deletion Tasks.Eyal M. Reingold - 1995 - Consciousness and Cognition 4 (4):459-482.
    This paper introduced the letter insertion and letter deletion tasks. In these tasks participants are presented with letter strings and are instructed to insert or delete a letter to create a word. Experiment 1 demonstrated facilitation priming and established these tasks as sensitive indirect measures of memory. Experiments 2 and 3 demonstrated interference priming effects. In Experiment 4 the process dissociation paradigm was applied to investigate the contributions of automatic and consciously controlled processes to performance on the letter insertion task. (...)
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  • Does opposition logic provide evidence for conscious and unconscious processes in artificial grammar learning?Richard J. Tunney & David R. Shanks - 2003 - Consciousness and Cognition 12 (2):201-218.
    The question of whether studies of human learning provide evidence for distinct conscious and unconscious influences remains as controversial today as ever. Much of this controversy arises from the use of the logic of dissociation. The controversy has prompted the use of an alternative approach that places conscious and unconscious influences on memory retrieval in opposition. Here we ask whether evidence acquired via the logic of opposition requires a dual-process account or whether it can be accommodated within a single similarity-based (...)
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  • Unconscious perception: Attention, awareness, and control.J. A. Debner & Larry L. Jacoby - 1994 - Journal of Experimental Psychology 20:304-17.
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  • Consciousness and higher-order thought.David M. Rosenthal - 2002 - In L. Nagel (ed.), Encyclopedia of Cognitive Science. Macmillan.
    The problem of consciousness is to say what it is for some of our thoughts, feelings, and sensations to be conscious, given that others are not. This is different from saying what it is for a person to be conscious or not conscious. Even when people are conscious, many of their thoughts and sensations typically are not. And there's nothing problematic about a person's being conscious; it's just the person's being awake and responsive to sensory input.
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  • Opposition logic and neural network models in artificial grammar learning.J. Vokey - 2004 - Consciousness and Cognition 13 (3):565-578.
    Following neural network simulations of the two experiments of Higham, Vokey, and Pritchard , Tunney and Shanks argued that the opposition logic advocated by Higham et al. was incapable of distinguishing between single and multiple influences on performance of artificial grammar learning and more generally. We show that their simulations do not support their conclusions. We also provide different neural network simulations that do simulate the essential results of Higham et al.
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  • Measuring unconscious knowledge: Distinguishing structural knowledge and judgment knowledge.Zoltán Dienes & Ryan Scott - 2005 - Psychological Research/Psychologische Forschung 69 (5):338-351.
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  • Implicit sequence learning and conscious awareness.Qiufang Fu, Xiaolan Fu & Zoltán Dienes - 2008 - Consciousness and Cognition 17 (1):185-202.
    This paper uses the Process Dissociation Procedure to explore whether people can acquire unconscious knowledge in the serial reaction time task [Destrebecqz, A., & Cleeremans, A. . Can sequence learning be implicit? New evidence with the Process Dissociation Procedure. Psychonomic Bulletin & Review, 8, 343–350; Wilkinson, L., & Shanks, D. R. . Intentional control and implicit sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 354–369]. Experiment 1 showed that people generated legal sequences above baseline levels under exclusion (...)
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  • Gradations of awareness in a modified sequence learning task.Elisabeth Norman, Mark C. Price, Simon C. Duff & Rune A. Mentzoni - 2007 - Consciousness and Cognition 16 (4):809-837.
    We argue performance in the serial reaction time task is associated with gradations of awareness that provide examples of fringe consciousness [Mangan, B. . Taking phenomenology seriously: the “fringe” and its implications for cognitive research. Consciousness and Cognition, 2, 89–108, Mangan, B. . The conscious “fringe”: Bringing William James up to date. In B. J. Baars, W. P. Banks & J. B. Newman , Essential sources in the scientific study of consciousness . Cambridge, MA: The MIT Press.], and address limitations (...)
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  • Intentional control based on familiarity in artificial grammar learning.Lulu Wan, Zoltán Dienes & Xiaolan Fu - 2008 - Consciousness and Cognition 17 (4):1209-1218.
    It is commonly held that implicit learning is based largely on familiarity. It is also commonly held that familiarity is not affected by intentions. It follows that people should not be able to use familiarity to distinguish strings from two different implicitly learned grammars. In two experiments, subjects were trained on two grammars and then asked to endorse strings from only one of the grammars. Subjects also rated how familiar each string felt and reported whether or not they used familiarity (...)
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