Dissociation of implicit and explicit knowledge in a case of psychogenic retrograde amnesia

AbstractThere have been few studies of psychogenic amnesia based on a cognitive or neuropsychological framework. In the present study, a patient with acute onset of profound psychogenic retrograde amnesia was examined. Although her performance on neuropsychological tasks revealed intact anterograde memory, language functioning, visuospatial and constructional skills, and mental speed and flexibility, she displayed severe impairments on a variety of retrograde memory tasks. Furthermore, initial observations revealed inconsistencies between the patient’s recall of semantic knowledge on direct questioning and her ability to demonstrate the use of this knowledge on indirect tasks. To test this formally, we devised an indirect remote knowledge task to examine a possible dissociation between explicit and implicit memory. Two healthy subjects matched for age, gender, education, occupation, and estimated IQ were also tested. As predicted, the findings demonstrate implicit knowledge despite impaired explicit recall for the same material. (JINS, 1996, 2, 146–158.)

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Implicit and explicit corrective feedback and feedback exposure conditions

Instructed Second Language Acquisition ◽

10.1558/isla.38113 ◽

2020 ◽

Vol 4 (1) ◽

pp. 3-48

Author(s):

Takehiro Iizuka ◽

Kimi Nakatsukasa

Keyword(s):

Explicit Knowledge ◽

Corrective Feedback ◽

Significant Difference ◽

Oral Corrective Feedback ◽

Post Test ◽

Picture Description ◽

Potential Factors ◽

Implicit And Explicit ◽

Instructional Settings ◽

The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

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Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

10.21832/9781847691767 ◽

2009 ◽

Cited By ~ 3

Author(s):

Hayo Reinders ◽

Rosemary Erlam ◽

JeneferVE Philp ◽

Shawn Loewen ◽

Catherine Elder

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Explicit Knowledge ◽

Implicit And Explicit

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Some suggested additions to the semantic cognition model

Behavioral and Brain Sciences ◽

10.1017/s0140525x08005979 ◽

2008 ◽

Vol 31 (6) ◽

pp. 721-722

Author(s):

Jean M. Mandler

Keyword(s):

Concept Formation ◽

Explicit Knowledge ◽

Conceptual Learning ◽

Attentional Biases ◽

Semantic Cognition ◽

Other Information ◽

Direct Input ◽

Cognition Model ◽

Implicit And Explicit ◽

Slow Learning

AbstractRogers & McClelland (R&M) present a powerful account of semantic (conceptual) learning. Their model admirably handles many characteristics of early concept formation, but it also needs to address attentional biases, and distinguish direct input from error-driven learning, and fast versus slow learning. Not distinguishing implicit and explicit knowledge means that the authors also cannot explain why some coherently varying information becomes accessible and other information does not.

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Sex Does Not Sell: Effects of Sexual Advertising Parameters on Women Viewers’ Implicit and Explicit Recall of Ads and Brands

Perceptual and Motor Skills ◽

10.1177/0031512521990352 ◽

2021 ◽

Vol 128 (2) ◽

pp. 692-713

Author(s):

Helena Lawrence ◽

Adrian Furnham ◽

Alastair McClelland

Keyword(s):

Implicit Memory ◽

Small Sample ◽

Brand Name ◽

Significant Interaction Effect ◽

Program Type ◽

Sexual Appeals ◽

Implicit And Explicit Memory ◽

Explicit Recall ◽

Women Viewers ◽

Implicit And Explicit

This study investigated implicit and explicit memory effects of sexual and non-sexual advertisements embedded in either a sexual or non-sexual program among women viewers. We predicted that sexual appeals would facilitate implicit memory for the brand, and we explored whether program-type (sexual or non-sexual) and its associated congruity would impact or moderate recall of the surrounding advertisement among a small sample (n = 52) of exclusively women advertisement viewers. Sexual (versus non-sexual) advertising led to significantly worse implicit memory for the brand logo but better explicit recall for the advertisement scene itself. There was no effect of sexual appeals on explicit brand name recall, and no significant effect on advertisement recall of the program type. There was a significant interaction effect for program type and advertisement type for explicit recall of the advertisement scene, in which program-type moderated sexual advertisement recall. These results suggest that sexual advertising may increase memory for the advertisement at the expense of recalling the brand advertised. Limitations and implications of this study are discussed.

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Beyond paradigm: The ‘what’ and the ‘how’ of classroom research

Second language Research ◽

10.1177/0267658314526749 ◽

2014 ◽

Vol 30 (4) ◽

pp. 551-568 ◽

Cited By ~ 15

Author(s):

Melinda Whong ◽

Kook-Hee Gil ◽

Heather Marsden

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Development ◽

Explicit Knowledge ◽

Teaching Practice ◽

Implicit Knowledge ◽

Developmental Differences ◽

Classroom Research ◽

Language Classroom ◽

Implicit And Explicit

This article reviews studies in second language classroom research from a cross-theoretic perspective, arguing that the classroom holds the potential for bringing together researchers from opposing theoretical orientations. It shows how generative and general cognitive approaches share a view of language that implicates both implicit and explicit knowledge, and that holds a bias towards implicit knowledge. Arguing that it is implicit knowledge that should be the object of research, it proposes that classroom research would benefit from incorporating insights from a generative understanding of language. Specifically, there is a need for a more nuanced view of the complexity of language in terms of linguistic domain, and the interaction between those domains. Generative second language acquisition research that shows developmental differences in terms of both linguistic domain and interface is reviewed. The core argument is a call for more attention to the ‘what’ of language development in classroom research and, by implication, teaching practice. As such, the language classroom is seen to offer potential for research that goes beyond paradigm to address both the ‘what’ and the ‘how’ of language development.

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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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