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Titolo:
NEGATIVE CORRELATIONS BETWEEN CONTROL PERFORMANCE AND VERBALIZABLE KNOWLEDGE - INDICATORS FOR IMPLICIT LEARNING IN-PROCESS CONTROL TASKS
Autore:
BUCHNER A; FUNKE J; BERRY DC;
Indirizzi:
UNIV TRIER,FACHBEREICH PSYCHOL 1,UNIV RING 15 D-54286 TRIER GERMANY UNIV BONN W-5300 BONN GERMANY UNIV READING READING BERKS ENGLAND
Titolo Testata:
The Quarterly journal of experimental psychology. A, Human experimental psychology
fascicolo: 1, volume: 48, anno: 1995,
pagine: 166 - 187
SICI:
0272-4987(1995)48:1<166:NCBCPA>2.0.ZU;2-V
Fonte:
ISI
Lingua:
ENG
Soggetto:
INTERACTIVE TASKS; EXPLICIT; SYSTEMS; DISSOCIATION; RECOGNITION; ABSTRACTION; MEMORY; MODEL;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Citazioni:
41
Recensione:
Indirizzi per estratti:
Citazione:
A. Buchner et al., "NEGATIVE CORRELATIONS BETWEEN CONTROL PERFORMANCE AND VERBALIZABLE KNOWLEDGE - INDICATORS FOR IMPLICIT LEARNING IN-PROCESS CONTROL TASKS", The Quarterly journal of experimental psychology. A, Human experimental psychology, 48(1), 1995, pp. 166-187

Abstract

Negative correlations between task performance in dynamic control tasks and verbalizable knowledge, as assessed by a post-task questionnaire, have been interpreted as dissociations that indicate two antagonistic modes of learning, one being ''explicit'', the other ''implicit''. This paper views the control tasks as finite-state automata and offersan alternative interpretation of these negative correlations, It is argued that ''good controllers'' observe fewer different state transitions and, consequently, can answer fewer post-task questions about system transitions than can ''bad controllers''. Two experiments demonstrate the validity of the argument by showing the predicted negative relationship between control performance and the number of explored state transitions, and the predicted positive relationship between the number of explored state transitions and questionnaire scores. However, theexperiments also elucidate important boundary conditions for the critical effects. We discuss the implications of these findings, and of other problems arising from the process control paradigm, for conclusions about implicit versus explicit learning processes.

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Documento generato il 28/09/20 alle ore 04:39:58