Graded representations in behavioral dissociations.

Abstract:

:Why do people sometimes seem to know things when they are tested in one way, while seeming unaware of this information when tested in a different way? Such task-dependent behaviors, or dissociations, often occur in infants and children, and in adults following brain damage. To explain these dissociations, researchers have posited separable knowledge systems that are differentially tapped by various tasks, develop at different rates and can be selectively impaired. There is an alternative account in which knowledge is viewed as graded in nature. Certain tasks tap weaker representations, while other tasks require stronger representations, leading to dissociations in behavior. The graded representations approach addresses dissociations observed in perception, attention, memory, executive functioning and language, and has implications for the organization, development and impairment of our cognitive systems.

journal_name

Trends Cogn Sci

authors

Munakata Y

doi

10.1016/s1364-6613(00)01682-x

subject

Has Abstract

pub_date

2001-07-01 00:00:00

pages

309-315

issue

7

eissn

1364-6613

issn

1879-307X

pii

S1364-6613(00)01682-X

journal_volume

5

pub_type

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