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Titolo:
ON THE EXISTENCE OF INDEPENDENT EXPLICIT AND IMPLICIT LEARNING-SYSTEMS - AN EXAMINATION OF SOME EVIDENCE
Autore:
GREEN REA; SHANKS DR;
Indirizzi:
UNIV LONDON UNIV COLL,DEPT PSYCHOL,GOWER ST LONDON WC1E 6BT ENGLAND MRC,APPL PSYCHOL UNIT CAMBRIDGE ENGLAND
Titolo Testata:
Memory & cognition
fascicolo: 3, volume: 21, anno: 1993,
pagine: 304 - 317
SICI:
0090-502X(1993)21:3<304:OTEOIE>2.0.ZU;2-F
Fonte:
ISI
Lingua:
ENG
Soggetto:
COMPLEX PROCEDURAL KNOWLEDGE; VERBALIZABLE KNOWLEDGE; INTERACTIVE TASKS; MEMORY-SYSTEMS; PERFORMANCE; DISSOCIATIONS; HUNTINGTONS; DYSFUNCTION; FRAMEWORK; DEMENTIA;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social Sciences Citation Index
Citazioni:
54
Recensione:
Indirizzi per estratti:
Citazione:
R.E.A. Green e D.R. Shanks, "ON THE EXISTENCE OF INDEPENDENT EXPLICIT AND IMPLICIT LEARNING-SYSTEMS - AN EXAMINATION OF SOME EVIDENCE", Memory & cognition, 21(3), 1993, pp. 304-317

Abstract

Hayes and Broadbent (1988), among others, have proposed that there are two independent systems of learning in humans. In their theory, theypostulate that the explicit learning system gives rise to knowledge that is verbally describable, whereas the implicit learning system deals with knowledge that is not amenable to verbal report. Hayes and Broadbent presented data that they claimed supports a distinction between these two systems of learning. Their experiments involved the performance of subjects on two superficially similar tasks, and their claim was that one of the tasks induced learning in the explicit system, and the other induced learning in the implicit system. However, in five experiments here, we failed to find any convincing support for their empirical or theoretical claims. Our results suggest that the two tasks donot differ by inducing different types of learning, but simply differin their degree of difficulty.

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Documento generato il 22/09/20 alle ore 13:34:41