0000000000504840
AUTHOR
Axel Cleeremans
showing 12 related works from this author
Project DyAdd: Non-linguistic Theories of Dyslexia Predict Intelligence
2020
Two themes have puzzled the research on developmental and learning disorders for decades. First, some of the risk and protective factors behind developmental challenges are suggested to be shared and some are suggested to be specific for a given condition. Second, language-based learning difficulties like dyslexia are suggested to result from or correlate with non-linguistic aspects of information processing as well. In the current study, we investigated how adults with developmental dyslexia or ADHD as well as healthy controls cluster across various dimensions designed to tap the prominent non-linguistic theories of dyslexia. Participants were 18–55-year-old adults with dyslexia (n = 36), …
Implicit motor learning in discrete and continuous tasks: Toward a possible explanation of discrepant results
2009
Abstract
Conscious and nonconscious influences in the sensory domain
2013
Présentation (résumé 1 p.) ; http://www.pangborn2013.com/; International audience; Characterizing the relationships between conscious and unconscious processing is one of the most important goals of cognitive psychology. Renewed interest in the nature of consciousness has reignited long-standing debates about the reach of the unconscious -- the extent to which behaviour can be influenced by knowledge we are not aware of. According to Nisbett & Wilson (1977), subjects can be "(a) unaware of the existence of a stimulus that importantly influenced a response, (b) unaware of the existence of the response, and (c) unaware that the stimulus has affected the response." Many studies have now (argua…
The influence of temporal factors on automatic priming and conscious expectancy in a simple reaction time task.
2009
In a previous study, we reported a dissociation between subjective expectancy and motor behaviour in a simple associative learning task (Perruchet, Cleeremans, & Destrebecqz, 2006). According to previous conditioning studies (Clark, Manns, & Squire, 2001), this dissociation is observed when the to-be-associated events coterminate and thus overlap in time (a training regimen called delay conditioning), but not when they are separated by a temporal delay (trace conditioning). In this latter situation indeed, there tends to be a direct relationship between subjective expectancy and behaviour. In this study, we further investigated this issue in a series of experiments where conscious …
Project DyAdd : Nonlinguistic theories of dyslexia predict intelligence
2020
Two themes have puzzled the research on developmental and learning disorders for decades. First, some of the risk and protective factors behind developmental challenges are suggested to be shared and some to be specific for a given condition. Second, language-based learning difficulties like dyslexia are suggested to result from or correlate with also nonlinguistic aspects of information processing. In the current study, we investigated how adults with developmental dyslexia and ADHD as well as healthy controls cluster across various dimensions designed to tap the prominent nonlinguistic theories of dyslexia. Participants were 18–55-year-old adults with dyslexia (n = 36), ADHD (n = 22), and…
Action, observation et imagerie mentale : apports de l'apprentissage implicite au domaine moteur
2008
International audience
Implicit learning and consciousness: An empirical, philosophical, and computational consensus in the making
2002
International audience; Can you learn without knowing it? This controversial and much debated question forms the basis of this collection of essays as the authors discuss whether the measurable changes in behaviour that result from learning can ever remain entirely unconscious. Three issues central to the topic of implicit learning are raised. Firstly, the extent to which learning can be unconscious, and therefore implicit, is considered. Secondly, theories are developed regarding the nature of knowledge acquired in implicit learning situations. Finally, the idea that there are two separable independent processing systems in the brain, for implicit and explicit learning, is considered.Impli…
Emergence of chunks during a 1023-alternative reaction time task
2009
International audience
Incidental learning of interactions between motor and linguistic sequences
2009
International audience
Influence of the response-stimulus interval on implicit sequence learning: constant vs. variable RSIs
2008
International audience
The role of time and pace in sequence learning
2008
International audience
Learning discrete and continuous regularities in two-dimensional settings
2009
International audience