TRIANGULATING MEASURES OF AWARENESS

2015 ◽  
Vol 37 (2) ◽  
pp. 299-334 ◽  
Author(s):  
Patrick Rebuschat ◽  
Phillip Hamrick ◽  
Kate Riestenberg ◽  
Rebecca Sachs ◽  
Nicole Ziegler
Keyword(s):  
Incidental Learning ◽  
Verbal Report ◽  
Control Group ◽  
Verbal Reports ◽  
Test Items ◽  
Report Data ◽  
Learning Without Awareness ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning ◽  
Confidence Ratings

Williams’s (2005) study on “learning without awareness” and three subsequent extensions (Faretta-Stutenberg & Morgan-Short, 2011; Hama & Leow, 2010; Rebuschat, Hamrick, Sachs, Riestenberg, & Ziegler, 2013) have reported conflicting results, perhaps in part due to differences in how awareness has been measured. The present extension of Williams (2005) addresses this possibility directly by triangulating data from three awareness measures: concurrent verbal reports (think-aloud protocols), retrospective verbal reports (postexposure interviews), and subjective measures (confidence ratings and source attributions). Participants were exposed to an artificial determiner system under incidental learning conditions. One experimental group thought aloud during training, another thought aloud during training and testing, and a third remained silent, as did a trained control group. All participants were then tested by means of a forced-choice task to establish whether learning took place. In addition, all participants provided confidence ratings and source attributions on test items and were interviewed following the test. Our results indicate that, although all experimental groups displayed learning effects, only the silent group was able to generalize the acquired knowledge to novel instances. Comparisons of concurrent and retrospective verbal report data shed light on the conflicting findings previously reported in the literature and highlight important methodological issues in implicit and explicit learning research.

The complex relationship between conscious/unconscious learning and conscious/unconscious knowledge: The mediating effects of salience in form–meaning connections

2021 ◽  
pp. 026765832110449
Author(s):  
Junya Fukuta ◽  
Junko Yamashita
Keyword(s):  
Incidental Learning ◽  
Choice Task ◽  
Explicit Learning ◽  
Conscious Awareness ◽  
Mediating Effects ◽  
Thinking Aloud ◽  
Target Form ◽  
Forced Choice Task ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

This study investigates how implicit and explicit learning and knowledge are associated, by focusing on the salience of target form–meaning connections. The participants were engaged in incidental learning of artificial determiner systems that included grammatical rules of [± plural] (a taught rule), [± actor] (a more salient hidden rule), and [± animate] (a less salient hidden rule). They completed immediate and delayed post-tests by means of a two-alternative forced-choice task with subjective judgments of source attributions. Awareness during the learning phase was identified through analysis of thinking aloud protocols. The results did not support a one-to-one relation between either explicit learning and conscious knowledge, or implicit learning and unconscious knowledge; rather, they indicated that implicit and explicit learning are intricately linked to conscious and unconscious knowledge mediated by the salience of form–meaning connections in target items. This result also suggests the possibility of the later emergence of knowledge without any conscious awareness of it.

Innovative assessment of aviation English in a virtual world: Windows into cognitive and metacognitive strategies

ReCALL ◽  
2018 ◽  
Vol 30 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Moonyoung Park
Keyword(s):  
Virtual World ◽  
Core Competency ◽  
Verbal Report ◽  
Metacognitive Strategies ◽  
Target Language ◽  
Verbal Reports ◽  
Testing Environment ◽  
Report Data ◽  
Cognitive And Metacognitive Strategies ◽  
Aviation English

AbstractAviation English proficiency is a core competency in the global air traffic controller profession. There is, however, growing concern about the current ineffective paper-based assessment methods and the severe lack of interactive online testing for such a critical profession, one that should be ideally assessed in an authentic task and situation (Alderson, 2010; Douglas, 2013). The tests, which lack validity and authenticity, cannot capture how knowledge of aviation English communication and strategic competence are used through valid means and, therefore, inevitably fail to predict how test takers actually perform in the target language use situations (Douglas, 2000). In the present study, the researcher examines the potential use of verbal report data produced by test takers interacting in a virtual testing environment. The research seeks to answer two specific questions: (a) What types of strategies are used in the virtual aviation English task performance? and (b) How can the assessed strategies be interpreted in relation to test takers’ performance? The analysis of the test takers’ verbal reports from stimulated recalls indicates that various cognitive, metacognitive, and communication strategies were used while performing the Virtual Interactive Tasks for Aviation English Assessment, and that there is a positive relationship between the total number of cognitive and metacognitive strategies adopted and the test scores. The findings suggest that the use of an immersive interface and simulated tasks in a virtual world could provide language learners with more authentic opportunities to perform the target tasks and promote strategic, as well as linguistic, competence.

Implicit and explicit knowledge of inflectional morphology

2015 ◽  
Vol 37 (4) ◽  
pp. 781-812 ◽  
Author(s):  
JOHN ROGERS ◽  
ANDREA RÉVÉSZ ◽  
PATRICK REBUSCHAT
Keyword(s):  
Second Language ◽  
Incidental Learning ◽  
Explicit Knowledge ◽  
Inflectional Morphology ◽  
Verbal Reports ◽  
Grammaticality Judgment ◽  
Rule Knowledge ◽  
Learning Conditions ◽  
Incidental Exposure ◽  
Implicit And Explicit

ABSTRACTThis study set out to test the degree to which second language inflectional morphology can be acquired as a result of incidental exposure and whether the resulting knowledge is implicit (unconscious) or explicit (conscious) in nature. Participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. In the testing phase, a grammaticality judgment test was utilized to assess learning. In addition, subjective measures of awareness and retrospective verbal reports were used to measure whether the acquired knowledge was conscious or not. The results of the experiment indicate that participants can rapidly develop knowledge of second language inflectional morphology under incidental learning conditions in the absence of verbalizable rule knowledge.

scholarly journals PROBING THE CONSTRUCT VALIDITY OF LLAMA_D AS A MEASURE OF IMPLICIT LEARNING APTITUDE

2021 ◽  
pp. 1-14
Author(s):  
Yuichi Suzuki
Keyword(s):  
Reaction Time ◽  
Construct Validity ◽  
Implicit Learning ◽  
Incidental Learning ◽  
The Other ◽  
Aptitude Test ◽  
Oral Fluency ◽  
The Relationship ◽  
Potential Test ◽  
Confidence Ratings

Abstract A subtest of the LLAMA test battery (LLAMA_D) has been proposed as a potential test of implicit learning aptitude. To improve its construct validity, in the present study, the original LLAMA_D (a) instructions for incidental learning were modified, and (b) confidence ratings of test responses and (c) reaction time (RT) measurements were added. This revised LLAMA_D was administered along with the other LLAMA subtests (LLAMA-B, -E, and -F). Unconscious knowledge that may (not) result from the exposure was assessed through the relationship between the accuracy/RT and confidence ratings. The results suggest that LLAMA_D accuracy largely reflects conscious retrieval of previously heard sound sequences. However, an index derived from the LLAMA_D RT measure (coefficient of variance) was associated with an aspect of oral fluency, which is presumably dependent on proceduralization. Several recommendations are proposed to redesign and extend LLAMA_D as a potential aptitude test for proceduralization.

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

2002 ◽  
Vol 160 (3) ◽  
pp. 299-306 ◽  
Author(s):  
Andreas Stevens ◽  
Jürgen Schwarz ◽  
Benedikt Schwarz ◽  
Ilona Ruf ◽  
Thomas Kolter ◽  
...  
Keyword(s):  
Explicit Learning ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

scholarly journals Mobile-Assisted Mind Mapping (MAMMAT) as a Tool to Support University Students’ Argumentative Writing

2021 ◽  
Vol 15 (05) ◽  
pp. 43
Author(s):  
Rafidah Abd Karim ◽  
Airil Haimi Mohd Adnan ◽  
Abdul Ghani Abu ◽  
Noorzaina Idris ◽  
Izwah Ismail
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Peninsular Malaysia ◽  
Analysis Of Covariance ◽  
Mapping Technique ◽  
Control Group ◽  
Argumentative Writing ◽  
Mind Mapping ◽  
Test Items ◽  
Quasi Experimental

<p class="0abstract">This study examined the use of a mobile-based technological tool known as Mobile-assisted Mind Mapping Technique (MAMMAT) to support ESL university students’ argumentative writing skills performance. The participants of this study were 45 ESL university students from two lecture groups at a public university campus in Peninsular Malaysia. The study employed a quasi-experimental research design. The experimental group was taught utilizing the MAMMAT whilst the control group was taught utilizing the conventional method. The pre-test and post-test scores were analysed through analysis of covariance (ANCOVA). The analysis of covariance (ANCOVA) results showed that there were statistically significant differences between the groups when test items were measured. As a conclusion, the MAMMAT has supported ESL university students’ argumentative writing skills performance. The study implicates that the use of MAMMAT can support students’ argumentative writing in ESL classroom.</p>

scholarly journals Analisis Proses Pengendalian Mutu dalam Pelaksanaan Standar Pelayanan Minimal (SPM) di Instalasi Farmasi RS Keluarga Sehat

2017 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
LIa Alfa Rosida ◽  
Sudiro Sudiro
Keyword(s):  
Quality Control ◽  
Performance Appraisal ◽  
Control Process ◽  
Control Group ◽  
Pharmacy Staff ◽  
Quality Performance ◽  
Quality Control Process ◽  
Performance Report ◽  
Report Data ◽  
And Performance

The indicator achievement of minimum service standard (MSS) for the accuracy of distributingdrugs in Pharmacy Unit of Keluarga Sehat Hospital has not been achieved, even the incidence ofthe distributionerror from 2013 to 2016 continues to increase. The purpose of this researchwas to analyze the quality control process in the implementation of MSS in Pharmacy Unit of Keluarga Sehat Hospital. This was a qualitative research, with research subject 3pharmacy officers and 3 people of pharmacy management services.Data collectedby in-depth interview and observation of pharmaceutical performance report data and analysed by content analysis. The result of the research showed that the evaluation of pharmacy staff performance has not been implemented, because there is no performance appraisal indicator yet. Comparison was done only by comparing reports with general target, medical support manager double job resulted in no feedback to Pharmacy Unit, and so it has not supported the implementation of MSS. The Improvement of performancehas not been implementedand has notfound the concept of improvement. The new management will attempt to conduct a comparative study, including pharmacy installation into the Quality Control Group (GKM) or Problem Solving for Better Health (PSBH), find the cause of the problem and develop the policy. It can be concluded that the quality control of the MSS in the Pharmacy Unit still not going well and need to be improved especially related to quality performance appraisal and performance improvement based on the SOP.

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

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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