Explicit to whom? Accessibility, representational homogeneity, and dissociable learning mechanisms

Distinguishing explicit fi-om implicit knowledge on the basis of the active representation of certain propositional attitudes fails to provide an expl anation for dissociations in learning performance under implicit and explic it conditions. This suggests an account of implicit and explicit knowledge grounded in the presence of multiple learning mechanisms, and multiple brai n systems more generally. A rough outline of a connectionist account of thi s kind is provided.