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Abstract: n from the wider cognitive science community, one may wonder what all the current excitement is about. To put it in another way, why has this field remained in relative obscurity for so long? I believe that there are three closely related reasons for this. First, it is worth pointing out that learning itself has only recently been reinstated as one of the main issues that cognitive science should worry about. The "Information-Processing" 1970s (e.g., Newell & Simon, 1972), with their emphasis... (Update)
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BibTeX entry: (Update)
@misc{ cleeremans-no,
author = "Axel Cleeremans",
title = "No Matter Where You Go, There You Are",
url = "citeseer.ist.psu.edu/86695.html" }
Citations (may not include all citations):303 Unified theories of Cognition (context) - Newell - 1990
255 Human Problem Solving (context) - Newell, Simon - 1972
25 Mechanisms of implicit learning: Connectionist models of seq.. (context) - Cleeremans
25 Implicit learning and tacit knowledge (context) - Reber - 1989
18 Double dissociation without modularity: Evidence from connec.. - Plaut - 1967
12 Characteristics of dissociable human learning systems (context) - Shanks, St - 1993
7 A process dissociation framework: Separating automatic from .. (context) - Jacoby - 1991
7 Implicit Learning (context) - Seger - 1994
7 Conscious knowledge and changes in performance in sequence l.. (context) - Perruchet, Amorim - 1992
4 Comparing direct (context) - Merikle, Reingold - 1991
2 Turing and the future: The study of machines and people that.. (context) - Broadbent - 1992
2 Implicit learning: Twenty-five years (context) - Berry - 1994
1 Attention and Performance XV (context) - Eds - 1984
1 Five principles for implicit learning (context) - Cleeremans - 1991
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