scholarly journals Explicit knowledge and learning in SLA

AILA Review ◽  
2010 ◽  
Vol 23 ◽  
pp. 7-29 ◽  
Author(s):  
Karen Roehr
Keyword(s):  
Cognitive Linguistics ◽  
Explicit Knowledge ◽  
Human Mind ◽  
Implicit Processes ◽  
Starting Point ◽  
Explicit Processes ◽  
L2 Development ◽  
Explicit Processing ◽  
Implicit And Explicit ◽  
Explicit And Implicit Knowledge

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.

scholarly journals Cerebellar anodal tDCS increases implicit visuomotor remapping when strategic re-aiming is suppressed

2016 ◽  
Author(s):  
Li-Ann Leow ◽  
Welber Marinovic ◽  
Stephan Riek ◽  
Timothy J Carroll
Keyword(s):  
Visual Feedback ◽  
Explicit Knowledge ◽  
Hand Position ◽  
Sensorimotor Adaptation ◽  
Anodal Tdcs ◽  
Movement Initiation ◽  
Implicit Processes ◽  
Target Presentation ◽  
Explicit Processes ◽  
The Right

AbstractThe cerebellum is known to be critically involved in sensorimotor adaptation. Changes in cerebellar function alter behaviour when compensating for sensorimotor perturbations, as shown by non-invasive stimulation of the cerebellum and studies involving patients with cerebellar degeneration. It is known, 24 however, that behavioural responses to sensorimotor perturbations reflect both explicit processes (such as volitional aiming to one side of a target to counteract a rotation of visual feedback) and implicit, error-driven updating of sensorimotor maps. The contribution of the cerebellum to these explicit and implicit processes remains unclear. Here, we examined the role of the cerebellum in sensorimotor adaptation to a 30° rotation of visual feedback of hand position during target-reaching, when the capacity to use explicit processes was manipulated by controlling movement preparation times. Explicit re-aiming was suppressed in one condition by requiring subjects to initiate their movements within 300ms of target presentation, and permitted in another condition by requiring subjects to wait approximately 1050ms after target presentation before movement initiation. Similar to previous work, applying anodal transcranial direct current stimulation (tDCS; 1.5mA) to the right cerebellum during adaptation resulted in faster compensation for errors imposed by the rotation. After exposure to the rotation, we evaluated implicit remapping in no-feedback trials after providing participants with explicit knowledge that the rotation had been removed. Crucially, movements were more adapted in these no-feedback trials following cerebellar anodal tDCS than after sham stimulation in both long and short preparation groups. This suggests that cerebellar anodal tDCS increased implicit remapping during sensorimotor adaptation irrespective of preparation time constraints. This work shows that the cerebellum is critical in the formation of new visuomotor maps that correct perturbations in sensory feedback, both when explicit processes are suppressed and when allowed during sensorimotor adaptation.

Temporal Stability of Implicit Sequence Knowledge

2015 ◽  
Vol 62 (4) ◽  
pp. 240-253 ◽  
Author(s):  
Ricardo Tamayo ◽  
Peter A. Frensch
Keyword(s):  
Explicit Knowledge ◽  
Common Knowledge ◽  
Random Noise ◽  
Temporal Stability ◽  
Implicit Knowledge ◽  
Single System ◽  
Artificial Grammars ◽  
Implicit And Explicit ◽  
Explicit And Implicit Knowledge ◽  
Best Fit

Abstract. Previous research has shown that explicit and implicit knowledge of artificial grammars may decay at different rates (e.g., Tamayo & Frensch, 2007 ; Tunney, 2003 ). We extend these findings to sequential regularities embedded in serial reaction time (SRT) tasks. We compared the forgetting patterns of implicit and explicit knowledge after a retention interval of 7 days without rehearsal. Explicit knowledge decayed after 7 days, whereas implicit knowledge was retained. These data were modeled according to the assumptions involved in the single-system model suggested by Shanks, Wilkinson, and Channon (2003) . The best fit for the model was obtained by modifying the parameters related to (a) the common knowledge-strength variable for implicit and explicit knowledge, and (b) reliability of the explicit test. We interpret these dissociations as a boundary condition for single-system models that assume constant random noise to explain dissociations in the forgetting patterns of implicit and explicit sequential knowledge.

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 Implicit and explicit learning of Bayesian priors differently impacts bias during perceptual decision-making

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
V. N. Thakur ◽  
M. A. Basso ◽  
J. Ditterich ◽  
B. J. Knowlton
Keyword(s):  
Decision Making ◽  
Explicit Knowledge ◽  
Drift Rate ◽  
Implicit Knowledge ◽  
Perceptual Decision Making ◽  
Model Framework ◽  
Perceptual Decision ◽  
General Orientation ◽  
Starting Point ◽  
Implicit And Explicit

AbstractKnowledge without awareness, or implicit knowledge, influences a variety of behaviors. It is unknown however, whether implicit knowledge of statistical structure informs visual perceptual decisions or whether explicit knowledge of statistical probabilities is required. Here, we measured visual decision-making performance using a novel task in which humans reported the orientation of two differently colored translational Glass patterns; each color associated with different orientation probabilities. The task design allowed us to assess participants’ ability to learn and use a general orientation prior as well as a color specific feature prior. Classifying decision-makers based on a questionnaire revealed that both implicit and explicit learners implemented a general orientation bias by adjusting the starting point of evidence accumulation in the drift diffusion model framework. Explicit learners additionally adjusted the drift rate offset. When subjects implemented a stimulus specific bias, they did so by adjusting primarily the drift rate offset. We conclude that humans can learn priors implicitly for perceptual decision-making and depending on awareness implement the priors using different mechanisms.

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.

scholarly journals Separation of multiple motor memories through implicit and explicit processes

2021 ◽  
Author(s):  
Gefen Dawidowicz ◽  
Yuval Shaine ◽  
Firas Mawase
Keyword(s):  
Explicit Learning ◽  
Contextual Cues ◽  
Implicit Processes ◽  
Motor Behaviors ◽  
Explicit Processes ◽  
Individual Contributions ◽  
The Individual ◽  
Dependent Learning ◽  
Implicit And Explicit ◽  
Task Irrelevant

Acquisition of multiple motor skills without interference is a remarkable ability in sport and daily life. During adaptation to opposing perturbations, a common paradigm to study this ability, each perturbation can be successfully learned when a dynamical contextual cue, such as a follow-through movement, is associated with the direction of the perturbation. It is still unclear, however, to what extent this context-dependent learning engages the cognitive strategy-based explicit process and the implicit process that occurs without conscious awareness. Here, we designed four reaching experiments to untangle the individual contributions of the explicit and implicit components while participants learned opposing visuomotor perturbations, with a second unperturbed follow-through movement that served as a contextual cue. In Exp. 1 we replicated previous adaptation results and showed that follow-through movements also allow learning for opposing visuomotor rotations. For one group of participants in Exp. 2 we isolated strategic explicit learning by inducing a 2-sec time delay between movement and end-point feedback, while for another group we isolated the implicit component using the task-irrelevant error-clamp paradigm, in which participants were firmly instructed to aim their reaches directly to the target. Our data showed that opposing perturbations could be fully learned by explicit strategies; but when strategy was restricted, distinct implicit processes contributed to learning. In Exp.3, we examined whether the learned motor behaviors are influenced by the disparity between the follow-through contexts. We found that the location of follow-through targets had little effect on total learning, yet it led to more instances in which participants failed to learn the task. In Exp. 4, we explored the generalization capability to untrained novel targets. Participants showed near-flat generalization of the implicit and explicit processes to adjacent targets. Overall, our results indicate that follow-through contextual cues influence activity of both implicit and explicit processes during separation of motor memories. Furthermore, the follow-through context might activate, in part, top-down cognitive factors that influence not only the dynamics of the explicit learning but also the implicit process.

Interactions between type of form-focused instruction, type of morphosyntactic form, and type of language knowledge

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
Majid Ghorbani
Keyword(s):  
Explicit Knowledge ◽  
Elicited Imitation ◽  
Novice Learners ◽  
Second Language Development ◽  
Grammaticality Judgment ◽  
Language Knowledge ◽  
L2 Development ◽  
Implicit And Explicit ◽  
Esl Learners ◽  
Metalinguistic Knowledge

Abstract Although claims about the nature of EFL/ESL learners’ knowledge (i. e., implicit and/or explicit) are essential to many debates in foreign/second language development, few studies have sought to evaluate the effects of linguistic and/or contextual variables on the two knowledge types. This study, accordingly, undertook to examine the effects of different explicit and implicit types of form-focused instruction (FFI) on the acquisition of four easy and difficult forms as assessed by different implicit and explicit outcome measures. The instruments utilized to assess students’ learning were: oral elicited imitation, untimed and timed grammaticality judgment, and metalinguistic knowledge tests. A pretest and two posttests were administered to 150 novice learners immediately after FFI and again after a 4-week delay. Immediate and durable effects of FFI were found for the easy and difficult target forms on both implicit and explicit knowledge measures. Specifically, the study indicated that explicit and implicit types of FFI were significantly more beneficial for explicitly-easy and implicitly-easy language forms respectively. The findings of this study may contribute a different set of insights to our understanding of the efficacy of varying types of FFI on learners’ controlled and/or spontaneous use of easy and difficult structures at early stages of L2 development.

scholarly journals Implicit and explicit learning of Bayesian priors differently impacts bias during perceptual decision-making

2021 ◽  
Author(s):  
V. N. Thakur ◽  
M. A. Basso ◽  
J. Ditterich ◽  
B. J. Knowlton
Keyword(s):  
Decision Making ◽  
Explicit Knowledge ◽  
Drift Rate ◽  
Implicit Knowledge ◽  
Perceptual Decision Making ◽  
Model Framework ◽  
Perceptual Decision ◽  
General Orientation ◽  
Starting Point ◽  
Implicit And Explicit

ABSTRACTKnowledge without awareness, or implicit knowledge, influences a variety of behaviors. It is unknown however, whether implicit knowledge of statistical structure informs visual perceptual decisions or whether explicit knowledge of statistical probabilities is required. Here, we measured visual decision-making performance using a novel task in which humans reported the orientation of two differently colored translational Glass patterns; each color associated with different orientation probabilities. The task design allowed us to assess participants’ ability to learn and use a general orientation prior as well as a color specific feature prior. Classifying decision-makers based on a questionnaire revealed that both implicit and explicit learners implemented a general orientation bias by adjusting the starting point of evidence accumulation in the drift diffusion model framework. Explicit learners additionally adjusted the drift rate offset. When subjects implemented a stimulus specific bias, they did so by adjusting primarily the drift rate offset. We conclude that humans can learn priors implicitly for perceptual decision-making and depending on awareness implement the priors using different mechanisms.

The functional role of representations cannot explain basic implicit memory phenomena

1999 ◽  
Vol 22 (5) ◽  
pp. 768-769
Author(s):  
Yonatan Goshen-Gottstein
Keyword(s):  
Test Performance ◽  
Explicit Knowledge ◽  
Indirect Test ◽  
Cognitive Differences ◽  
Stochastic Independence ◽  
Propositional Representation ◽  
Implicit And Explicit ◽  
Explicit And Implicit Knowledge ◽  
Indirect Tests

The propositional account of explicit and implicit knowledge interprets cognitive differences between direct and indirect test performance as emerging from the elements in different hierarchical levels of the propositional representation that have been made explicit. The hierarchical nature of explicitness is challenged, however, on the basis of neuropsychological dissociations between direct and indirect tests of memory, as well as the stochastic independence that has been observed between these two types of tests. Furthermore, format specificity on indirect test of memory challenges the basic notion of a propositional theory of implicit and explicit knowledge.

Interference Produces Different Forgetting Rates for Implicit and Explicit Knowledge

2007 ◽  
Vol 54 (4) ◽  
pp. 304-310 ◽  
Author(s):  
Ricardo Tamayo ◽  
Peter A. Frensch
Keyword(s):  
Retention Interval ◽  
Present Experiment ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Artificial Grammar ◽  
Matching Task ◽  
Partial Replication ◽  
Test Items ◽  
Implicit And Explicit ◽  
Explicit And Implicit Knowledge

Abstract. Exposure to a repeating set of target strings generated by an artificial grammar in a speeded matching task generates both explicit and implicit knowledge. Previous research has shown that implicit knowledge (assessed via a priming measure) is preserved after a retention interval of one week but explicit knowledge (assessed via recognition) is significantly reduced ( Tunney, 2003 ). In two experiments, we replicated and extended Tunney's findings. Experiment 1 was a partial replication of the experiment conducted by Tunney (2003) , and demonstrated that the decline in recognition shown by Tunney was not due to a repetition of test items at the pre and post times of assessment. In addition, Experiment 1 lends credibility to Tunney's assumption that recognition scores assess explicit rather than implicit knowledge. Experiment 2 extended Tunney's findings theoretically by demonstrating that interference can produce the pattern of findings demonstrated in the present Experiment 1 as well as in Tunney (2003) .

Sign in / Sign up

Export Citation Format

Share Document