scholarly journals Delineating implicit and explicit processes in neurofeedback learning

2020 ◽  
Vol 118 ◽  
pp. 681-688 ◽  
Author(s):  
Santiago Muñoz-Moldes ◽  
Axel Cleeremans
Author(s):  
Michael E Otim ◽  
Ranmalie Jayasinha ◽  
Margaret Kelaher ◽  
Edward Shane Houston ◽  
Ian P Anderson ◽  
...  

Indigenous Australians have significantly poorer health outcomes than the non-Indigenous population worldwide. The Australian government has increased its investment in Indigenous health through the "Closing the Health Gap" initiative. Deciding where to invest scarce resources so as to maximize health outcomes for Indigenous peoples may require improved priority setting processes. Current government practice involves a mix of implicit and explicit processes to varying degrees at the macro and meso decision making levels. In this article, we argue that explicit priority setting should be emphasized in Indigenous health, as it can ensure that the decision making process is accountable, systematic, and transparent. Following a review of the literature, we outline four key issues that need to be considered for explicit priority setting: developing an Indigenous health "constitution," strengthening the evidence base, selecting mechanisms for priority setting, and establishing appropriate incentives and institutional structure. We then summarize our findings into a checklist that can help a decision makers ensure that explicit priority setting is undertaken in Indigenous health. By addressing these key issues, the benefits of an explicit approach, which include increased efficiency, equity, and use of evidence, can be realized, thereby maximizing Indigenous health outcomes.


AILA Review ◽  
2010 ◽  
Vol 23 ◽  
pp. 7-29 ◽  
Author(s):  
Karen Roehr

SLA researchers agree that explicit knowledge and learning play an important role in adult L2 development. In the field of cognitive linguistics, it has been proposed that implicit and explicit knowledge differ in terms of their internal category structure and the processing mechanisms that operate on their representation in the human mind. It has been hypothesized that linguistic constructions which are captured easily by metalinguistic descriptions can be learned successfully through explicit processes, resulting in accurate use. However, increased accuracy of use arising from greater reliance on explicit processing may lead to decreased fluency. Taking these hypotheses as a starting point, I present a case study of an adult L2 learner whose development of oral proficiency was tracked over 17 months. Findings indicate that explicit knowledge and learning have benefits as well as limitations. Use of metalinguistic tools was associated with increased accuracy; moreover, there was no obvious trade-off between accuracy and fluency. At the same time, resource-intensive explicit processing may impose too great a cognitive load in certain circumstances, apparently resulting in implicit processes taking over. I conclude that explicit and implicit knowledge and learning should be considered together in order to gain a full understanding of L2 development.


1994 ◽  
Vol 79 (1) ◽  
pp. 163-184 ◽  
Author(s):  
Jill H. Rathus ◽  
Arthur S. Reber ◽  
Louis Manza ◽  
Michael Kushner

Two experiments using a standard artificial grammar paradigm were conducted to examine the role of affective states, specifically anxiety and depression, on implicit learning. The main purpose was to broaden the range of human functioning explored through the application of the robustness principle in the evolutionary framework recently developed by Reber which predicts that cognitive processes which rely upon unconscious, implicit processes should be less affected by affective states than those which rely upon conscious, explicit processes. In Study 1 ( N = 60), high test anxiety was associated with performance deficits in the explicit components of the task; no differences were found in the implicit phases of the task. In Study 2 ( N = 160), varying levels of subclinical depression were unrelated to both implicit and explicit functioning. The contrasting findings of the two studies are discussed in terms of the differential cognitive effects and adaptive implications of these two affective states.


Author(s):  
Robert C. Mathews ◽  
Ray R. Buss ◽  
William B. Stanley ◽  
Fredda Blanchard-Fields ◽  
et al

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