Amnesia, Memory, and the Implicit/Explicit Learning Distinction
نویسنده
چکیده
Whether or not a disassociation between implicit and explicit learning can be proven experimentally has been widely contested. In this paper I am concerned with the arguments that David Shanks and colleagues have made for why results from work on amnesia are: (a) not relevant to the debate (Shanks & St. John, 1994), and (b) can be simulated by connectionist models that do not involve distinct learning systems (Kinder & Shanks, 2001, 2003): making amnesia irrelevant. None of the arguments that Shanks and colleagues make succeed at proving either (a) or (b).
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