Can we learn without consciousness ? On the other hand, what is the effect of learning on consciousness? Addressing this
controversial issue forms the core of the ensemble of our projects. In this context, we explore three central hypotheses. (1) conscious
knowledge implies higher-quality representations, as compared to implicit knowledge, (2) Representations in memory are consolidated
by experience and constantly bias information processing, regardless of their quality, and (3) It takes time for high-quality
representations to emerge. To explore these ideas, our research combines behavioral methods, computational modelling, and brain imaging
methods.