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Titolo:
IMPLICIT (AND EXPLICIT) LEARNING - ACTING ADAPTIVELY WITHOUT KNOWING THE CONSEQUENCES
Autore:
WHITTLESEA BWA; WRIGHT RL;
Indirizzi:
SIMON FRASER UNIV,DEPT PSYCHOL BURNABY BC V5A 1S6 CANADA
Titolo Testata:
Journal of experimental psychology. Learning, memory, and cognition
fascicolo: 1, volume: 23, anno: 1997,
pagine: 181 - 200
SICI:
0278-7393(1997)23:1<181:I(EL-A>2.0.ZU;2-I
Fonte:
ISI
Lingua:
ENG
Soggetto:
ARTIFICIAL GRAMMARS; INTERACTIVE TASKS; KNOWLEDGE; ABSTRACTION; EXPERIENCES; EXPOSURE; PERCEPTION; MEMORY; WORDS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Science Citation Index Expanded
Citazioni:
42
Recensione:
Indirizzi per estratti:
Citazione:
B.W.A. Whittlesea e R.L. Wright, "IMPLICIT (AND EXPLICIT) LEARNING - ACTING ADAPTIVELY WITHOUT KNOWING THE CONSEQUENCES", Journal of experimental psychology. Learning, memory, and cognition, 23(1), 1997, pp. 181-200

Abstract

Subjects exposed to members of a structured domain become sensitive to the general structure of that domain, even when unaware that the domain has such structure. Numerous investigators have taken this as evidence for a mode of learning in which memory passively and unselectively absorbs the structure of the environment. The authors contend that this assumption miscasts the fundamental nature of learning. The authors demonstrate that even when task and stimulus structure are held constant, subjects react to variations in incidental stimulus properties by processing the stimuli in qualitatively different ways. The authors conclude that implicit learning, just like explicit learning, proceedsthrough active organization of the stimulus complex, rather than through passive absorption of any level of structure. The authors propose a synthesis in which learning, with and without awareness, is understood through a common set of principles.

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Documento generato il 20/09/20 alle ore 19:01:46