Distorted estimates of implicit and explicit learning in applications of the process-dissociation procedure to the SRT task

We studied whether temporal sequences can be learned implicitly using a process dissociation procedure (PDP). Participants performed repeated serial recalls of sequential stimuli with a random ordinal structure and fixed temporal structure. Explicit knowledge was evaluated through verbal questions and PDP analysis of two generation tasks (inclusion and exclusion). Participants were divided into two groups: in the Ordinal group, stimulus presentation was visual and the participants were instructed to repeat the ordinal structure; in the Temporal+Ordinal group, stimulus presentation was audio-visual and the participants were instructed to repeat temporal and ordinal structure. We expected predominantly implicit learning in the Ordinal group and explicit learning in the Temporal+Ordinal group. This was supported by two findings. First, a significant difference between inclusion and exclusion performance was seen only in the Temporal+Ordinal group. Second, in both groups, a negative relation was found between the degree of improvement during serial recall and a measure of explicit knowledge in the generation tasks. This relation was independent of the final level of performance during serial recall. These findings suggest that distinct implicit and explicit systems may exist for learning of temporal sequences: implicit learning is gradual and gives rise to knowledge that is inaccessible to conscious control while the explicit system is fast and results in representations that can be used to control performance in inclusion and exclusion tasks.

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Implicit and explicit learning in schizophrenics treated with olanzapine and with classic neuroleptics

Psychopharmacology ◽

10.1007/s00213-001-0974-1 ◽

2002 ◽

Vol 160 (3) ◽

pp. 299-306 ◽

Cited By ~ 30

Author(s):

Andreas Stevens ◽

Jürgen Schwarz ◽

Benedikt Schwarz ◽

Ilona Ruf ◽

Thomas Kolter ◽

...

Keyword(s):

Explicit Learning ◽

Implicit And Explicit ◽

Implicit And Explicit Learning

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Assumptions of the Process-Dissociation Procedure are Violated in Implicit Sequence Learning

10.31234/osf.io/p7uxn ◽

2016 ◽

Author(s):

Marius Barth ◽

Christoph Stahl ◽

Hilde Haider

Keyword(s):

Sequence Learning ◽

Explicit Knowledge ◽

Implicit Knowledge ◽

Process Dissociation ◽

Implicit Sequence Learning ◽

Generation Task ◽

Accurate Performance ◽

Exclusion Condition ◽

Implicit And Explicit ◽

Implicit And Explicit Learning

In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: inclusion instructions require generating the transitions that form the learned sequence; exclusion instructions require generating transitions other than those of the learned sequence. Whereas accurate performance under inclusion may be based on either implicit or explicit knowledge, avoiding to generate learned transitions requires controllable explicit sequence knowledge. The PD approach yields separate estimates of explicit and implicit knowledge that are derived from the same task; it therefore avoids many problems of previous measurement approaches. However, the PD approach rests on the critical assumption that the implicit and explicit processes are invariant across inclusion and exclusion conditions. We tested whether the invariance assumptions hold for the PD generation task. Across three studies using first-order as well as second-order regularities, invariance of the controlled process was found to be violated. In particular, despite extensive amounts of practice, explicit knowledge was not exhaustively expressed in the exclusion condition. We discuss the implications of these findings for the use of process-dissociation in assessing implicit knowledge.

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Age-related dedifferentiation of learning systems: an fMRI study of implicit and explicit learning

Neurobiology of Aging ◽

10.1016/j.neurobiolaging.2010.04.004 ◽

2011 ◽

Vol 32 (12) ◽

pp. 2318.e17-2318.e30 ◽

Cited By ~ 85

Author(s):

Nancy A. Dennis ◽

Roberto Cabeza

Keyword(s):

Learning Systems ◽

Explicit Learning ◽

Age Related ◽

Fmri Study ◽

Implicit And Explicit ◽

Implicit And Explicit Learning

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Are you mentoring or coaching? Definitions matter

Journal of Librarianship and Information Science ◽

10.1177/0961000620966651 ◽

2020 ◽

pp. 096100062096665

Author(s):

Lisa Hussey ◽

Jennifer Campbell-Meier

Keyword(s):

Best Practice ◽

Information Science ◽

Research Question ◽

The United States ◽

Library And Information Science ◽

Explicit Learning ◽

Structured Interviews ◽

Apply Theory ◽

Implicit And Explicit ◽

Implicit And Explicit Learning

New library and information science professionals, without previous experience in information organizations, are often left adrift, unsure how to apply theory or best practice to a new work environment. To bridge this gap, mentoring and coaching opportunities are often employed (or mandated) to provide new practitioners with required skills, knowledge, or networking. There are opportunities to harness implicit and explicit learning through experiences and interactions through mentoring and coaching. Definitions of mentoring and coaching in the profession are often used interchangeably when discussing the growth and development of an individual. This leads to the following questions: How do librarians define both mentoring and coaching? How do mentoring and coaching relate to professional development? To address the research question, 47 semi-structured interviews were conducted with librarians in Canada, New Zealand, and the United States between 2015 and 2016. Participants were asked about their mentoring and coaching experiences. During the interviews, participants were asked questions about their experiences as a mentor or mentee. In addition, participants were asked to define both “mentoring” and “coaching.” The authors used an inductive approach to data analysis, and interviews were coded by category.

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