| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; Acknowledgements; List of contributors; Foreword; Introduction; Implicit learning in the West; Implicit learning in the East; Outline of the chapters; References; Chapter 1: Implicit learning: history and applications; Introduction and history; Statistical learning and language; Skill learning; Decision making; Conclusions; Chapter 2: The mind is deep; The trouble with classical approaches; Consciousness; The radical plasticity thesis; Experimental strategies; Conclusion; Acknowledgements; References |
| Contents |
Chapter 3: Consciousness, learning, and control: on the path to a theory1. Epistemological introduction; 2. Learning: problem definition; 3. Humans as ideal cognitive systems; 4. The impact of the mode of cognition on the resultof cognition; 5. Independent cognition schemas: the basic level; 6. Subjectively experienced signal; 7. The mental level of cognition; 8. The conscious level of cognition; 9. Positive and negative choice; 10. Highest levels of consciousness; 11. Learning and cognitive control; 12. Conclusions; 13. Consequences of the proposed model for implicit learning; References |
| Contents |
Chapter 4: Implicit learning from one's mistakes: the negative choice aftereffectIntroduction; The "negative choice" framework; Experiments on "negative choice aftereffect"; Conclusions; Acknowledgements; Notes; References; Chapter 5: Can we play Space Invaders unconsciously? (A: probably not); Introduction; General discussion; References; Chapter 6: Can unconscious structural knowledge be strategically controlled?; Introduction; Discussion; Author note; Note; References; Chapter 7: Abstraction in sequence learning; Introduction; Intramodal and crossmodal transfer in sequence learning |
| Contents |
Abstract sequence learning without transferTask complexity; Constraints on abstract learning; Conclusion; References; Chapter 8: The verbalization effect on implicit learning; Introduction; Implicit learning discovery: the dissociation between behavior and verbal reports; New approaches to measurements of consciousness: refusal from the post-experimental verbal report in favor of online measures; How methods, provoking verbalization, affect learning and application of implicit knowledge; Methodological aspect: strategy markers; Conclusions; Acknowledgements; References |
| Contents |
Chapter 9: Focusing on goal relevance -- is it crucial to artificialgrammar learning?Introduction; Study 1; Study 2; Study 3; General discussion; Conclusion; Acknowledgements and funding; Notes; References; Chapter 10: Implicit learning under attentional load; Introduction; Implicit learning as an automatic process; Implicit learning under attentional load; New empirical evidence; Final conclusions; Acknowledgements; References; Index |
| Abstract |
Can we learn without knowing we are learning? To what extent is our behavior influenced by things we fail to perceive? What is the relationship between conscious and unconscious cognition? Implicit Learning: 50 Years On tackles these key questions, fifty years after the publication of Arthur Reber's seminal text. Providing an overview of recent developments in the field, the volume considers questions about the computational foundations of learning, alongside phenomena including conditioning, memory formation and consolidation, associative learning, cognitive development, and language learning. Featuring contributions from international researchers, the book uniquely integrates 'Western' thinking on implicit learning with insights from a rich Russian research tradition. This approach offers an excellent opportunity to contrast perspectives, to introduce new experimental paradigms, and to contribute to ongoing debates about the very nature of implicit learning. Implicit Learning: 50 Years On is essential reading for students and researchers of consciousness, specifically those interested in implicit learning. |
| Bibliography note | Includes bibliographical references and index. |
| Access restriction | Available only to authorized users. |
| Technical details | Mode of access: World Wide Web |
| Biographical note | Axel Cleeremans is a research director with the Fund for Scientific Research (F.R.S.-FNRS), Belgium, and a professor of Cognitive Psychology at the Universit©Øe libre de Bruxelles, where he directs the Center for Research in Cognition & Neuroscience and the ULB Neuroscience Institute. Viktor Allakhverdov is a prominent Russian psychologist and chairperson of the division of General Psychology, St. Petersburg State University. He is the author of more than 5 books on consciousness and the head of a research group that investigates implicit learning and unconscious cognition. Maria Kuvaldina is a postdoctoral researcher. She received her doctorate in cognitive psychology from St. Petersburg State University. Her research interests include mechanisms of attention and cognitive control. |
| Source of description | Online resource; title from digital title page (viewed on May 01, 2019). |
| Issued in other form | Print version : 9781138644298 |
| Genre/form | Electronic books. |
| LCCN | 2021761503 |
| ISBN | 9781317242437 (electronic book) |
| ISBN | 1317242432 (electronic book) |
| ISBN | 9781315628905 (electronic book) |
| ISBN | 1315628902 (electronic book) |
| ISBN | 9781317242413 (electronic book Mobipocket) |
| ISBN | 1317242416 (electronic book Mobipocket) |
| ISBN | 9781317242420 (electronic book EPUB) |
| ISBN | 1317242424 (electronic book EPUB) |
| Standard identifier# |
10.4324/9781315628905 |
| Stock number | 9781317242420 Ingram Content Group |
