Description
Book SynopsisImplicit learning is said to occur when a person learns about a complex stimulus without necessarily intending to do so, and in such a way that the resulting knowledge is difficult to express. Over the last 30 years, a number of studies have claimed to show evidence of implicit learning. In more recent years, however, considerable debate has arisen over the extent to which cognitive tasks can in fact be learned implicitly. Much of the debate has centred on the questions of how unconscious, and how abstract, is implicitly acquired knowledge? The aim of this book is to provide students and researchers with a self-contained and balanced summary of the various theoretical and empirical positions that are currently shaping this exciting area of research.
Table of ContentsCH 1 - INTRODUCTION; D BERRY ; CH 2 - ABSTRACTNESS OF IMPLICIT KNOWLEDGE: A COGNITIVE EVOLUTIONARY PERSPECTIVE; R MATHEWS AND L ROUSSEL ; CH 3 - NONCONSCIOUS INFORMATION PROCESSING AND PERSONALITY; P LEWICKI, M CZYZEWSKA AND T HILL ; CH 4 - REPRESENTING ARTIFICIAL GRAMMARS: TRANSFER ACROSS STIMULUS FORMS AND MODALITIES; L MANZA AND A REBER ; CH 5 - TRANSFER OF IMPLICIT KNOWLEDGE ACROSS DOMAINS: HOW IMPLICIT AND HOW ABSTRACT?; Z DIENES AND G ALTMANN ; CH 6 - A SUBJECTIVE UNIT FORMATION ACCOUNT OF IMPLICIT LEARNING; P PERRUCHET AND J GALLEGO ; CH 7 - IMPLICIT LEARNING FROM AN INFORMATION PROCESSING STANDPOINT; M ST JOHN AND D SHANKS ; CH 8 - PRINCIPLES FOR IMPLICIT LEARNING; A CLEEREMANS ; CH 9 - CONCLUDING NOTE: HOW IMPLICIT IS IMPLICIT LEARNING?: D BERRY
