The associative nature of human associative learning

The extent to which human learning should be thought of in terms of elementary, automatic versus controlled, cognitive processes is unresolved after nearly a century of often fierce debate. Mitchell et al. provide a persuasive review of evidence against automatic, unconscious links. Indeed, unconscious processes seem to play a negligible role in any form of learning, not just in Pavlovian conditioning. But a modern connectionist framework, in which "cognitive" phenomena are emergent properties, is likely to offer a fuller account of human learning than the propositional framework Mitchell et al. propose

Methods and pitfalls in the study of uncoscious mental process

Many studies of unconscious processing involve comparing a performance measure (e.g., some assessment of perception, memory, etc.) with an awareness measure (such as a verbal report or a forced-choice response) taken either concurrently or separately. Unconscious processing is inferred when above-chance performance is combined with null awareness. Often, however, aggregate awareness is better than chance, and data analysis therefore employs a form of extreme group analysis focusing post hoc on participants, trials, or items where awareness is absent or at chance. The pitfalls of this analytic approach are described with particular reference to recent research on implicit learning and subliminal perception. Because of regression to the mean, the approach can mislead researchers into erroneous conclusions concerning unconscious influences on behaviour.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

A one line factoring algorithm

We describe a variant of Fermat’s factoring algorithm which is competitive with SQUFOF in practice but has heuristic run time complexity O(n1/3) as a general factoring algorithm. We also describe a sparse class of integers for which the algorithm is particularly effective. We provide speed comparisons between an optimised implementation of the algorithm described and the tuned assortment of factoring algorithms in the Pari/GP computer algebra package

Implicit learning: What does it all mean - Response

In the original target article (Shanks & St. John 1994), one of our principal conclusions was that there is almost no evidence that learning can occur outside awareness. The continuing commentaries raise some interesting questions, especially about the definition of learning, but do not lead us to abandon our conclusion