Role of implicit and explicit processes in learning from examples: A synergistic effect.

1989 ◽  
Vol 15 (6) ◽  
pp. 1083-1100 ◽  
Author(s):  
Robert C. Mathews ◽  
Ray R. Buss ◽  
William B. Stanley ◽  
Fredda Blanchard-Fields ◽  
et al
Keyword(s):  
Synergistic Effect ◽  
Learning From Examples ◽  
Explicit Processes ◽  
Implicit And Explicit

Implicit and Explicit Learning: Differential Effects of Affective States

1994 ◽  
Vol 79 (1) ◽  
pp. 163-184 ◽  
Author(s):  
Jill H. Rathus ◽  
Arthur S. Reber ◽  
Louis Manza ◽  
Michael Kushner
Keyword(s):  
Cognitive Processes ◽  
Affective States ◽  
Implicit Processes ◽  
Performance Deficits ◽  
Explicit Processes ◽  
Human Functioning ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning ◽  
Subclinical Depression

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.

scholarly journals Delineating implicit and explicit processes in neurofeedback learning

2020 ◽  
Author(s):  
Santiago Muñoz-Moldes ◽  
Axel Cleeremans
Keyword(s):  
Neural Activity ◽  
Brain Regions ◽  
Special Focus ◽  
Learning Mechanisms ◽  
Implicit Processes ◽  
Fine Grained ◽  
Promising Tool ◽  
Explicit Processes ◽  
Implicit And Explicit

Neurofeedback allows humans to self-regulate neural activity in specific brain regions and is considered a promising tool for psychiatric interventions. Recently, methods have been developed to use neurofeedback implicitly, prompting a theoretical debate on the role of awareness in neurofeedback learning. We offer a critical review of the role of awareness in neurofeedback learning, with a special focus on recently developed neurofeedback paradigms. We detail differences in instructions and propose a fine-grained categorization of tasks based on the degree of involvement of explicit and implicit processes. Finally, we review the methods used to measure awareness in neurofeedback and propose new candidate measures. We conclude that explicit processes cannot be eschewed in most current implicit tasks that have explicit goals, and suggest ways in which awareness could be better measured in the future. Investigating awareness during learning will help understand the learning mechanisms underlying neurofeedback learning and will help shape future tasks.

Gaze locations affect explicit process but not implicit process during visuomotor adaptation

2015 ◽  
Vol 113 (1) ◽  
pp. 88-99 ◽  
Author(s):  
Miya K. Rand ◽  
Sebastian Rentsch
Keyword(s):  
Visuomotor Adaptation ◽  
Visuomotor Rotation ◽  
The Gaze ◽  
Visuomotor Transformations ◽  
Explicit Processes ◽  
Target Hand ◽  
Hand Coordination ◽  
Implicit And Explicit ◽  
Explicit Process

The role of vision in implicit and explicit processes involved in adaptation to novel visuomotor transformations is not well-understood. We manipulated subjects' gaze locations through instructions during a visuomotor rotation task that established a conflict between implicit and explicit processes. Subjects were informed of a rotated visual feedback (45° counterclockwise from the desired target) and instructed to counteract it by using an explicit aiming strategy to the neighboring target (45° clockwise from the target). Simultaneously, they were instructed to gaze at either the desired target (target-gaze group), the neighboring target (hand-target-gaze group), or anywhere (free-gaze group) during aiming. After initial elimination of behavioral errors caused by strategic aiming, the subjects gradually overcompensated the rotation in the early practice, thereby increasing behavioral errors (i.e., a drift). This was caused by an implicit adaptation overriding the explicit strategy. Notably, prescribed gaze locations did not affect this implicit adaptation. In the late practice, the target-gaze and free-gaze groups reduced the drift, whereas the hand-target-gaze group did not. Furthermore, the free-gaze group changed gaze locations for strategic aiming through practice from the neighboring target to the desired target. The onset of this change was correlated with the onset of the drift reduction. These results suggest that gaze locations critically affect explicit adjustments of aiming directions to reduce the drift by taking into account the implicit adaptation that is occurring in parallel. Taken together, spatial eye-hand coordination that ties the gaze and the reach target influences the explicit process but not the implicit process.

Characteristics Of The Structure Formation Of Gypsum Binder Modified With Zinc Hydrosilicates

2020 ◽  
pp. 40-46
Keyword(s):  
Synergistic Effect ◽  
Physicochemical Properties ◽  
Structure Formation ◽  
Silicic Acid ◽  
Chemical Properties ◽  
Crystal Formation ◽  
Ability To Act ◽  
Chemical Factors ◽  
Sorption Characteristics

The authors' methodic for assessing the role of chemical and physic-chemical factors during the structure formation of gypsum stone is presented in the article. The methodic is also makes it possible to reveal the synergistic effect and to determine the ranges of variation of controls factors that ensure maximum values of such effect. The effect of a micro-sized modifier based on zinc hydro-silicates on the structure formation of building gypsum is analyzed and corresponding dependencies are found. It is shown that effects of influence of modifier on the properties of gypsum compositions are determined by chemical properties of modifier. Among the mentioned properties are sorption characteristics (which depend on the amount of silicic acid and its state) and physicochemical properties - the ability to act as a substrate during crystal formation. The proposed method can also be extended to other binding substances and materials. This article contributes to the understanding of the processes that occur during the structure formation of composites, which will make it possible to control the structure formation in the future, obtaining materials with a given set of properties.

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