Shanks, D.R. & St.John, M.F. (1994). Characteristics of disociable learning systems. Behavioral and Brain Sciences, 17, 367-395.  Home/Search   Document Not in Database   Summary   Related Articles

....1993) that in order to demonstrate tacit knowledge for any stimulus domain, it is sufficient to show that a b, where a is the sum of information available to the unconscious and b is the sum of information available for conscious expression. Many authors take issue with this statement (e.g. Shanks St.John, 1994), and argue instead that in order to demonstrate implicit knowledge, one also needs to establish that a 0 and that b=0, that is, not only that behavior is influenced by unconscious determinants, but also, and most importantly, that conscious knowledge of the relevant information is nil. Other ....

....seems utterly implausible to assume that all we learn or process is consciously available or intentional. Second, and perhaps paradoxically at first, associations rather than dissociations between implicit and explicit knowledge are expected with normal subjects. The numerous recent findings (see Shanks St.John, 1994) that participants are in fact aware of some information that was previously assumed to be implicit do not necessarily shatter the notion that learning can be implicit. They merely indicate that when explicit knowledge is assessed in a more sensitive way, it turns out that participants can express ....

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Shanks, D.R. & St.John, M.F. (1994). Characteristics of disociable learning systems. Behavioral and Brain Sciences, 17, 367-395.

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