Implicit and explicit memory tasks are interpreted within a traditional memory theory that distinguishes associations between different classes of memory units . Associations from specific sensory features to logogens are strengthened by perceptual experiences, leading to specific perceptual priming. Associations among concepts are strengthened by use, leading to specific conceptual priming. Activating associations from concepts to logogens leads to semantic and associative priming. Item presentation also establishes a new association from it to a representation of the personal context, comprising an (...) “episodic memory.” Such contextual associations play a major role in explicit memory tasks such as recall or recognition. A critical assumption of the theory is that presentation of a given item strengthens its sensory and contextual associations independently; this permits the theory to explain various dissociations of implicit and explicit memory measures. Furthermore, by assuming that brain-injured patients with global amnesia have a selective deficit in establishing novel associations to the context, the theory can explain their deficits in explicit memory along side their intact implicit memory. (shrink)

A set of hypotheses is formulated for a connectionist approach to cognitive modeling. These hypotheses are shown to be incompatible with the hypotheses underlying traditional cognitive models. The connectionist models considered are massively parallel numerical computational systems that are a kind of continuous dynamical system. The numerical variables in the system correspond semantically to fine-grained features below the level of the concepts consciously used to describe the task domain. The level of analysis is intermediate between those of symbolic cognitive models (...) and neural models. The explanations of behavior provided are like those traditional in the physical sciences, unlike the explanations provided by symbolic models. (shrink)

Distinctions have been proposed between systems of reasoning for centuries. This article distills properties shared by many of these distinctions and characterizes the resulting systems in light of recent findings and theoretical developments. One system is associative because its computations reflect similarity structure and relations of temporal contiguity. The other is "rule based" because it operates on symbolic structures that have logical content and variables and because its computations have the properties that are normally assigned to rules. The systems serve (...) complementary functions and can simultaneously generate different solutions to a reasoning problem. The rule-based system can suppress the associative system but not completely inhibit it. The article reviews evidence in favor of the distinction and its characterization. (shrink)

Tested the 2-process theory of detection, search, and attention presented by the current authors in a series of experiments. The studies demonstrate the qualitative difference between 2 modes of information processing: automatic detection and controlled search; trace the course of the learning of automatic detection, of categories, and of automatic-attention responses; and show the dependence of automatic detection on attending responses and demonstrate how such responses interrupt controlled processing and interfere with the focusing of attention. The learning of categories is (...) shown to improve controlled search performance. A general framework for human information processing is proposed. The framework emphasizes the roles of automatic and controlled processing. The theory is compared to and contrasted with extant models of search and attention. (shrink)

Explicit measures of human memory, such as recall or recognition, reflect conscious recollection of the past. Implicit tests of retention measure transfer (or priming) from past experience on tasks that do not require conscious recollection of recent experiences for their performance. The article reviews research on the relation between explicit and implicit memory. The evidence points to substantial differences between standard explicit and implicit tests, because many variables create dissociations between these tests. For example, although pictures are remembered better than (...) words on explicit tests, words produce more priming than do pictures on several implicit tests. These dissociations may implicate different memory systems that subserve distinct memorial functions, but the present argument is that many dissociations can be understood by appealing to general principles that apply to both explicit and implicit tests. Phenomena studied under the rubric of implicit memory may have important implications in many other fields, including social cognition, problem solving, and cognitive development. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (shrink)

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 (...) the environment; such knowledge is optimally acquired independently of conscious efforts to learn; and it can be used implicitly to solve problems and make accurate decisions about novel stimulus circumstances. Various epistemological issues and related problems such as intuition, neuroclinical disorders of learning and memory, and the relationship of evolutionary processes to cognitive science are also discussed. (shrink)

Self-control, so important in the theory and practice of psychology, has usually been understood introspectively. This target article adopts a behavioral view of the self (as an abstract class of behavioral actions) and of self-control (as an abstract behavioral pattern dominating a particular act) according to which the development of self-control is a molar/molecular conflict in the development of behavioral patterns. This subsumes the more typical view of self-control as a now/later conflict in which an act of self-control is a (...) choice of a larger but later reinforcer over a smaller but sooner reinforcer. If at some future time the smaller-sooner reinforcer will be more valuable than the larger-later reinforcer, self-control may be achieved through a commitment to the largerlater reinforcer prior to that point. According to some, there is a progressive internalization of commitment in the development of self-control. This presents theoretical and empirical problems. In two experiments temporal patterning of choices increased self-control. (shrink)

This article examines the anatomy and circuitry of skills that, like reading, calculating, recognizing, or remembering, are common abilities of humans. While the anatomical areas active are unique to each skill there are features common to all tasks. For example, all skills produce activation of a small number of widely separated neural areas that appear necessary to perform the task. These neural areas relate to internal codes that may not be observed by any external behavior nor be reportable by the (...) performer. There is considerable plasticity to the performance of skills. Task components can be given priority through attention, which serves to increase activation of the relevant brain areas. Attention can also cause reactivation of sensory areas driven by input, but usually only after a delay. The threshold for activation for any area may be temporarily reduced by prior activation . Skill components requiring attention tend to cause interference resulting in the dual tasks effects and unified focus of attention described in many cognitive studies. Practice may change the size or number of brain areas involved and alter the pathways used by the skill. By combining cognitive and anatomical analyses, a more general picture of the nature of skill emerges. (shrink)

Reviews evidence which suggests that there may be little or no direct introspective access to higher order cognitive processes. Ss are sometimes unaware of the existence of a stimulus that importantly influenced a response, unaware of the existence of the response, and unaware that the stimulus has affected the response. It is proposed that when people attempt to report on their cognitive processes, that is, on the processes mediating the effects of a stimulus on a response, they do not do (...) so on the basis of any true introspection. Instead, their reports are based on a priori, implicit causal theories, or judgments about the extent to which a particular stimulus is a plausible cause of a given response. This suggests that though people may not be able to observe directly their cognitive processes, they will sometimes be able to report accurately about them. Accurate reports will occur when influential stimuli are salient and are plausible causes of the responses they produce, and will not occur when stimuli are not salient or are not plausible causes. (shrink)

Connectionism and phenomenology can mutually inform and mutually constrain each other. In this manifesto I outline an approach to consciousness based on distinctions developed by connectionists. Two core identities are central to a connectionist theory of consciouness: conscious states of mind are identical to occurrent activation patterns of processing units; and the variable dispositional strengths on connections between units store latent and unconscious information. Within this broad framework, a connectionist model of consciousness succeeds according to the degree of correspondence between (...) the content of human consciousness (the world as it is experienced) and the interpreted content of the network. Constitutive self-awareness and reflective self-awareness can be captured in a model through its ability to respond to self-reflexive information, identify self-referential categories, and process information in the absence of simultaneous input. The qualitative feel of sensation appears in a model as states of activation that are not fully discriminated by later processing. Connectionism also uniquely explains several specific features of experience. The most important of these is the superposition of information in consciousness — our ability to perceive more than meets the eye, and to apprehend complex categorical and temporal information in a single highly-cognized glance. This superposition in experience matches a superposition of representational content in distributed representations. (shrink)

Voluntary acts are preceded by electrophysiological (RPs). With spontaneous acts involving no preplanning, the main negative RP shift begins at about200 ms. Control experiments, in which a skin stimulus was timed (S), helped evaluate each subject's error in reporting the clock times for awareness of any perceived event.

Much of traditional AI exemplifies the explicit representation paradigm, and during the late 1980''s a heated debate arose between the classical and connectionist camps as to whether beliefs and rules receive an explicit or implicit representation in human cognition. In a recent paper, Kirsh (1990) questions the coherence of the fundamental distinction underlying this debate. He argues that our basic intuitions concerning explicit and implicit representations are not only confused but inconsistent. Ultimately, Kirsh proposes a new formulation of the distinction, (...) based upon the criterion ofconstant time processing.The present paper examines Kirsh''s claims. It is argued that Kirsh fails to demonstrate that our usage of explicit and implicit is seriously confused or inconsistent. Furthermore, it is argued that Kirsh''s new formulation of the explicit-implicit distinction is excessively stringent, in that it banishes virtually all sentences of natural language from the realm of explicit representation. By contrast, the present paper proposes definitions for explicit and implicit which preserve most of our strong intuitions concerning straightforward uses of these terms. It is also argued that the distinction delineated here sustains the meaningfulness of the abovementioned debate between classicists and connectionists. (shrink)

Much of the progress in the fields constituting cognitive science has been based upon the use of explicit information processing models, almost exclusively patterned after conventional serial computers. An extension of these ideas to massively parallel, connectionist models appears to offer a number of advantages. After a preliminary discussion, this paper introduces a general connectionist model and considers how it might be used in cognitive science. Among the issues addressed are: stability and noise‐sensitivity, distributed decision‐making, time and sequence problems, and (...) the representation of complex concepts. (shrink)

Time underlies many interesting human behaviors. Thus, the question of how to represent time in connectionist models is very important. One approach is to represent time implicitly by its effects on processing rather than explicitly (as in a spatial representation). The current report develops a proposal along these lines first described by Jordan (1986) which involves the use of recurrent links in order to provide networks with a dynamic memory. In this approach, hidden unit patterns are fed back to themselves: (...) the internal representations which develop thus reflect task demands in the context of prior internal states. A set of simulations is reported which range from relatively simple problems (temporal version of XOR) to discovering syntactic/semantic features for words. The networks are able to learn interesting internal representations which incorporate task demands with memory demands: indeed, in this approach the notion of memory is inextricably bound up with task processing. These representations reveal a rich structure, which allows them to be highly context‐dependent, while also expressing generalizations across classes of items. These representations suggest a method for representing lexical categories and the type/token distinction. (shrink)

Subjects exposed to strings of letters generated by a finite state grammar can later classify grammatical and nongrammatical test strings, even though they cannot adequately say what the rules of the grammar are (e.g., Reber, 1989). The MINERVA 2 (Hintzman, 1986) and Medin and Schaffer (1978) memory‐array models and a number of connectionist outoassociator models are tested against experimental data by deriving mainly parameter‐free predictions from the models of the rank order of classification difficulty of test strings. The importance of (...) different assumptions regarding the coding of features (How should the absence of a feature be coded? Should single letters or digrams be coded?), the learning rule used (Hebb rule vs. delta rule), and the connectivity (Should features be predicted only by previous features in the string, or by all features simultaneously?) is investigated by determining the performance of the models with and without each assumption. Only one class of connectionist model (the simultaneous delta rule) passes all the tests. It is shown that this class of model can be regarded by abstracting a set of representative but incomplete rules of the grammar. (shrink)

This paper introduces a hybrid model that unifies connectionist, symbolic, and reinforcement learning into an integrated architecture for bottom-up skill learning in reactive sequential decision tasks. The model is designed for an agent to learn continuously from on-going experience in the world, without the use of preconceived concepts and knowledge. Both procedural skills and high-level knowledge are acquired through an agent’s experience interacting with the world. Computational experiments with the model in two domains are reported.

We present a skill learning model CLARION. Different from existing models of high-level skill learning that use a topdown approach (that is, turning declarative knowledge into procedural knowledge), we adopt a bottom-up approach toward low-level skill learning, where procedural knowledge develops first and declarative knowledge develops later. CLAR- ION is formed by integrating connectionist, reinforcement, and symbolic learning methods to perform on-line learning. We compare the model with human data in a minefield navigation task. A match between the model and (...) human data is found in several respects. (shrink)

_role, especially in learning, and through devising hybrid neural network models that (in a qualitative manner) approxi-_ _mate characteristics of human consciousness. In doing so, the paper examines explicit and implicit learning in a variety_ _of psychological experiments and delineates the conscious/unconscious distinction in terms of the two types of learning_ _and their respective products. The distinctions are captured in a two-level action-based model C_larion_. Some funda-_ _mental theoretical issues are also clari?ed with the help of the model. Comparisons with (...) existing models of conscious-_. (shrink)

The image of the presence of symbols in an inner code pervades recent debates in cognitive science. Classicists worship in the presence. Connectionists revel in the absence. However, the very ideas of code and symbol are ill understood. A major distorting factor in the debates concerns the role of processing in determining the presence or absence of a stuctured inner code. Drawing on work by David Kirsh and David Chambers, the present paper attempts to re-define such notions to begin to (...) reflect the inextrictability of code and presence. (shrink)

This work is a study of the place of conscious experience in the natural order. In the first part, I examine the prospects for a reductive explanation of consciousness of the kind that has proved successful for other natural phenomena. I develop a systematic framework centered on the notion of supervenience for dealing with the metaphysical and explanatory issues involved, and apply this framework to consciousness. I give a number of arguments to the conclusion that consciousness is not logically supervenient (...) on the physical, and therefore cannot be reductively explained. I illustrate this with a critique of potential explanations using the methods of cognitive modeling, neuroscience, and evolutionary biology. I further argue for a form of dualism, on which consciousness is seen as a non-physical property that supervenes on the physical by a lawful connection. In the second part, I move toward a positive theory of consciousness, focusing on the nature of the laws that connect consciousness and the physical. I deal at length with the relation between consciousness and judgments about consciousness; this provides a nexus between consciousness and cognition that can be exploited to strongly constrain a theory. In addition, I provide and analyze thought-experiments in arguing for the conclusion that any two systems with the same abstract functional organization will have the same conscious experience, and so arguing against what have been called the "absent qualia" and "inverted qualia" hypotheses. Finally, I briefly outline some further work: a double-aspect theory of consciousness based on the notion of information, an investigation of the relationship between computation and consciousness, and an application to some problems in quantum mechanics. (shrink)

We are reviewing and summarizing evidence for the processes of acquisition of information outside of conscious awareness (processing information about covariations, nonconscious indirect and interactive inferences, self-perpetuation of procedural knowledge). A considerable amount of data indicates that as compared to consciously controlled cognition, the nonconscious information-acquisition processes are not only much faster but also structurally more sophisticated in the sense that they are capable of efficient processing of multidimensional and interactive relations between variables. Those mechanisms of nonconscious acquisition of information (...) provide a major channel for the development of procedural knowledge which is indispensable for such important aspects of cognitive functioning as encoding and interpretation of stimuli and the triggering emotional reactions. (shrink)

Je lui ai associÉ un court extrait d'une revue de questions portant sur le même thème. Implicit memory is revealed when previous experiences facilitate perf on a task that does not require conscious or intentional recollection of those expces. Explicit memory is revealed when perf on a task requires conscious recolelction of previous expces. Il s'agit de defs descriptives qui n'impliquent pas l'existence de deux systs de mÉmo sÉparÉs. Historiquement Descartes est le premier ˆ faire mention de phÉnomènes de mÉmo (...) implicites, Leibniz, Maine de Biran, Bergson en ont Également parlÉ. Korsakoff (1889) avec ses travaux sur les amnÉsiques montre qu'ils sont capables d'utiliser de l'info qu'ils ont acquises dans des Épisodes rÉcents sans pour autant manifester le moindre souvenir de l'Épisode. L'interprÉtation de ces phÉnomènes Était alors que ça renvoyait ˆ des traces en mÉmoire trop tÉnues pour accèder jusqu'au champ de la conscience. Cette interprÉtation va pouvoir être ÉcartÉe par les travaux rÉcents. Thorndike a Également conduit un nbre important de travaux sur MI. Les trauvaux un peu plus rÉcents ont montrÉ qu'un apprentissage antÉrieur pouvait faciliter une perfce sans qu'il y ait ref explicite à l'Épisode d'apprentissage. On a montrÉ aussi l'effet de stimuli subliminaux, qui en tant que tels ne peuvent pas être rappelÉs consciemment, mais qui influencent la conduite ou les jugts ultÉrieurs. Par ex, la prÉsentation de formes sur des temps très courts qui excluent la possibilitÉ d'une perception consciente influence significativement lechoix de formes dans une pÉreuve ultÉrieure de choix forcÉs où les sjts doivent indiquer la forme qu'il prÉfère entre deux. Ils choisissent prÉfÉrentiellement celles qui leur ont ÉtÉ prÉsentÉes de manière subliminale. De même Bargh et al. ont montrÉ que des sjts soumis de manière subliminale ˆ des mots hostiles portent ultÉrieurement des jugts plus nÉgatifs sur une personne target. Il ya Également eu des travaux sur l'apprsge ou le condt without awareness en particulier apprsge implicite de règles de grammaire (ie le sjt peut construire de nouvelles phrases conformes ˆ la syntaxe de celles qui lui ont ÉtÉ prÉsentÉes sans pour autant petre capables d'noncer les règles de grammaire qu'il utilise) Rem: N'est ce pas un pbe de typemÉtacognition??? Enfin, tous les travaux sur le priming sont des elts en faveur de MI: Facilitation in the processing of a stimulus as a function of a recent encounter with the same stimulus. Type de perfce sur lesquels les effets de priming ont ÉtÉ dÉmontrÉs: -T‰ches de dÉcision lexicale: Le sjt doit dire si la cha"ne de caractères qu'on lui prÉsente est un mot ou pas: Le temps de latence est beaucoup plus court si la cha"ne a dÉjˆ ÉtÉ prÉsentÉe une première fois. -Mesures de temps d'identification de mots en rpÉsentation tachitoscopiques -ComplÉmentation de mots: les sjts ont tendance ˆ complÉter pour crÉer les mots qui leur ont ÉtÉ prÉsentÉs antÉrieurement. L'intÉrêt pour le paradigme de priming se retouve chez les gens qui s'intÉressent ˆ: -reconnaissance de mots et organisation lexicale. les effets de priming permettent de faire des hyps sur l'accès lexical et la reprÉsentation. -M. Épisodique: travux sur les amnÉsiques qui ne se souviennent pas qu'on vient de leur prÉsenter des mots mais qui manifestent une mÉmoire implicite lorsqu'on leur fait faire de la complÉmentation de mots. DISSOCIATION ENTRE M.I. ET M EXPLICITE 1-Si de nombreux travaux montrent que la M explicite est influencÉe par le travail d'Élaboration (profondeur de traitement) en jeu pendant la première phase d'Étude des stimuli, il semble que la MI ne le soit pas. 2-Le changt de modalitÉ (par ex auditif -> visuel) entre la phase d'Étude et la phase de test provoque une attÉnuation importante de l'effet de priming si le test est un test de MI mais pas si c'est un test de ME. 3-Les effets de primings persistent assez largement sur plusieurs jours ce qui n'est pas le cas des perfces ˆ une Épreuve de reconnaissance. 4-Les perfces sur des tests de MI ne semblent pas influencÉes par des manipulations d'interfÉrences proactives ou rÉtroactives dont on sait qu'elles influencent les perfces en ME. 5-Absce de corrÉlation entre perfces ˆ des tests de reconnaissance et perfces ˆ une Épreuve de complÉmentation de mots. SIMILARITES ENTRE PRIMING ET REMEMBERING 1- A certaines conditions les durÉes de rÉtention on des effets parallèles sur les effets de priming et les mesures de ME (REm: en partie contradictoire avec 3 ci dessus) 2-La manipulation du contexte de la liste lors de la phase d'Étude affecte ˆ la fois les perfces en reconnaissance et en identification de mots. 3- ME et MI sont influencÉes par des associations nouvellement acquises entre des paires de mots non reliÉes (Rem: contradictoires avec 4 ci dessus ??) 4- Rem: Le contraire de 1 du pt "dissociation" !!!! dans une manip particulière 5-Johnston et al. ont montrÉ que des mots identifÉs plus rapidement Étaient plus svt jugÉs comme 'old' dans une t‰che de reconnaissance que les mots identifiÉs plus lentement. Il n'est pas exclu que les phÉnomènes que l'on interprètent comme relevant de MI soient parfois de la ME involontaire cad des cas o les cues fournis dans le test conduisent ˆ un souvenir involontaire mais totalement conscient. LES INTERPRETATIONS THEORIQUES DE MI 1-Les effets de priming sur des test de MI sont attribuables ˆ l'activation temporaires de reprÉsentations ou structures de K prÉ-existantes . Cette activation est supposÉe avoir lieu de manière automatique, indÉpendamment des processus d'Élaboration nÉcessaires pour Établir de nouvelles traces Épisodiques. 2- les difÉrences entre ME et MI sont dues ˆ la nature et aux relations entre les processus d'encodage et de rÉcupÉration. Une version de cette approche est celle qui s'appuie sur la distinction entre processus dirigÉs par les donnÉes et processus dirigÉs par les concepts. Ces derniers reflètent des activitÉs initiÉes par le sjt comme l'Élaboration, l'organisation et la reconstruction, c'est sur ce type de processus que reposerait la ME alors que la MI reposerait sur des processus data-driven. 3-ME et MI renvoient ˆ des systs sous jacents diffÉrents. Pour Cohen & Squire (1984), la ME est supportÉe par une M DECLARATIVE , syst qui est en jeu dans la formation de nouvelles reprÉsentations. La MI repose sur un syst PROCEDURAL dans lequel la M se manifeste par des modifications on line de procÉdures ou opÉrations de traitement. Le syst de M Épisodique est vu comme la base pour le souvenir explicite d'evts rÉcents tandis que la M sÉmantique est responsable des perfces sur des tests de MI. Chacune de ces approches est conforme ˆ certaines des donnÉes recueillies mais pas ˆ d'autres. (shrink)