scholarly journals SIMPLE REGULARITIES ACQUISITION IN THE STUDIES OF IMPLICIT LEARNING

2020 ◽  
pp. 124-142
Author(s):  
Tatiana M. Deeva
Keyword(s):  
Implicit Learning ◽  
Explicit Knowledge ◽  
Learning Mechanisms ◽  
The Unconscious ◽  
Association Learning ◽  
Rigorous Approach ◽  
Simple Rules ◽  
Different Types ◽  
Cognitive Problems ◽  
Activity Information

Background. According to modern empirical data, unconsciously processed information can have a significant impact on human behavior in all spheres of activity. Information about the unconscious information processing is fragmented and often contradictory. For the study of implicit learning different approaches are traditionally used, but none of them are effective for the clear results about the consciousness and abstractness degree of the knowledge obtained. We could more carefully inquire into the matter of unconscious knowledge and its influence on the cognitive problems solving with information about implicit learning of simple rules. This methodology makes it possible to apply more strong criteria for explicit knowledge and assumes purer experimental effects of implicit learning. Objective. To consider and analyze the experience of use experimental techniques with simple regularities acquisition in the studies of implicit learning. Methods. Review and analysis of studies using simple regularities in the field of implicit learning. Results. In the article researches within the experimental paradigms “invariant learning” and “hidden covariation detection” are considered. The most significant experiments, their results and the criticism has led to an improvement of experimental procedures are presented. The problems of using different types of tasks in the training and test stages are described. The main possibilities and limitations of using these paradigms for revealing the effect of implicit learning are outlined. Further perspectives for the application of these techniques are considered. But one needs for a more rigorous approach to measuring the level of awareness. Conclusion. Experimental paradigms with simple regularities acquisition may be promising for the study of implicit association learning mechanisms.

Influence of Stimulus Distance in Implicit Learning of Spatial and Nonspatial Event Sequences

2002 ◽  
Vol 95 (3) ◽  
pp. 973-987 ◽  
Author(s):  
Jascha Russeler ◽  
Thomas F. Münte ◽  
Frank Rösler
Keyword(s):  
Implicit Learning ◽  
Sequence Learning ◽  
Explicit Knowledge ◽  
Serial Learning ◽  
Reaction Time Task ◽  
Learning Mechanisms ◽  
Response Latencies ◽  
Event Sequences ◽  
Serial Reaction ◽  
Stimulus Distance

The serial reaction time task has been widely used to investigate implicit learning mechanisms. In the present study, we investigated the effect of stimulus distance on learning of a spatial sequence independent of a sequence of responses. Participants had to respond to objects appearing at four different locations. The objects were presented in a sequence of nine elements, whereas the location at which an object was presented followed a sequence of eight elements. Thus, the spatial and the object sequences were independent of each other. Four groups of subjects for whom the distances of the locations chosen to present objects on the computer screen (3 cm, 6 cm, 12 cm, or 22 cm) differed were tested. Only the nonspatial sequence was learned as indicated by enhanced response latencies in nonsequenced random blocks. Stimulus distance had no effect on the amount of sequence learning. Additional analyses for subgroups of subjects who did not show explicit knowledge of the sequences after completion of the task indicated that for implicit learners also, sequence learning was not influenced by stimulus distance. The results are discussed with respect to current theories of implicit serial learning.

Patterns of Implicit Learning Below the Level of Conscious Knowledge

2010 ◽  
Vol 24 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Juliana Yordanova ◽  
Rolf Verleger ◽  
Ullrich Wagner ◽  
Vasil Kolev
Keyword(s):  
Implicit Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Knowledge Generation ◽  
Sleep Stages ◽  
Implicit Processing ◽  
Implicit Processes ◽  
Late Night ◽  
On Line ◽  
On Line Learning

The objective of the present study was to evaluate patterns of implicit processing in a task where the acquisition of explicit and implicit knowledge occurs simultaneously. The number reduction task (NRT) was used as having two levels of organization, overt and covert, where the covert level of processing is associated with implicit associative and implicit procedural learning. One aim was to compare these two types of implicit processes in the NRT when sleep was or was not introduced between initial formation of task representations and subsequent NRT processing. To assess the effects of different sleep stages, two sleep groups (early- and late-night groups) were used where initial training of the task was separated from subsequent retest by 3 h full of predominantly slow wave sleep (SWS) or rapid eye movement (REM) sleep. In two no-sleep groups, no interval was introduced between initial and subsequent NRT performance. A second aim was to evaluate the interaction between procedural and associative implicit learning in the NRT. Implicit associative learning was measured by the difference between the speed of responses that could or could not be predicted by the covert abstract regularity of the task. Implicit procedural on-line learning was measured by the practice-based increased speed of performance with time on task. Major results indicated that late-night sleep produced a substantial facilitation of implicit associations without modifying individual ability for explicit knowledge generation or for procedural on-line learning. This was evidenced by the higher rate of subjects who gained implicit knowledge of abstract task structure in the late-night group relative to the early-night and no-sleep groups. Independently of sleep, gain of implicit associative knowledge was accompanied by a relative slowing of responses to unpredictable items suggesting reciprocal interactions between associative and motor procedural processes within the implicit system. These observations provide evidence for the separability and interactions of different patterns of processing within implicit memory.

scholarly journals Why don’t (or do) organizations learn from projects?

2010 ◽  
Vol 41 (3) ◽  
pp. 325-344 ◽  
Author(s):  
Jacky Swan ◽  
Harry Scarbrough ◽  
Sue Newell
Keyword(s):  
Organizational Learning ◽  
Empirical Study ◽  
Organizational Context ◽  
Learning Transfer ◽  
Project Based Learning ◽  
Learning Mechanisms ◽  
Organizational Contexts ◽  
Different Types ◽  
Management Capabilities ◽  
Innovation And Change

Many different types of organizations use projects to accomplish specific tasks, especially tasks that involve innovation and change. However, there are often problems associated with both learning within projects and learning transfer from projects to the wider organization. Previous research suggests that these problems vary according to the organizational context, in particular the extent to which the organization is centred on the delivery of projects. Also, the link between project-based learning and organizational learning may be far from seamless, and may require the deployment of a range of learning mechanisms to be effective. In this article we explore and explain these problems through an empirical study which examined project-based learning across different organizational contexts. This study highlights the limitations of learning mechanisms based on reflection and codification. It suggests that firms generally only learn from projects, if at all, via the accumulation of experience amongst groups and individuals. The study suggests, however, that the accumulation of experience is most pronounced in organizational contexts which are project centred and where project management capabilities are well developed. In contrast, in organizations where projects are more varied and occasional, the struggle to exploit the highly heterogeneous forms of learning created within projects is greater.

scholarly journals Challenges and limits of an education for all

2015 ◽  
Vol 12 (2) ◽  
pp. 310-349
Author(s):  
Ana Pires do Prado ◽  
Giselle Carino Lage
Keyword(s):  
School Management ◽  
The Other ◽  
Education For All ◽  
Public High Schools ◽  
The Unconscious ◽  
Selection Procedures ◽  
Management Culture ◽  
The Everyday ◽  
Different Types ◽  
Management Staff

Abstract This paper aims to demonstrate the existence of two different types of school management culture. Data was collected during fieldwork over the academic years 2008 and 2009 in two public high schools in Rio de Janeiro where we observed administrative and pedagogical meetings, classrooms and the everyday life of the schools. From an analysis of the practices and conceptions of management staff, we describe the unconscious grammatical principles that govern the running of the two schools. These becomes particularly clear in the different selection procedures in the two schools, one of them conducting severe criteria for entrance and the other allowing all to enter but few to reach the end of the course. These two recruitment selection practices reveal distinct expectations and beliefs on students' ability (or inability) to learn.

Relational problems are not fully solved by a temporal sequence of statistical learning episodes

1997 ◽  
Vol 20 (1) ◽  
pp. 82-82 ◽  
Author(s):  
A. Vinter ◽  
P. Perruchet
Keyword(s):  
Implicit Learning ◽  
Statistical Learning ◽  
Temporal Sequence ◽  
The Other ◽  
Learning Mechanisms ◽  
Learning Research ◽  
The One

Clark & Thornton's conception finds an echo in implicit learning research, which shows that subjects may perform adaptively in complex structured situations through the use of simple statistical learning mechanisms. However, the authors fail to draw a distinction between, on the one hand, subjects' representations which emerge from type-1 learning mechanisms, and, on the other, their knowledge of the genuine abstract “recoding function” which defines a type-2 problem.

Interpersonal Trust and Knowledge Seeking in China

2020 ◽  
pp. 127-147
Author(s):  
Michael J. Zhang
Keyword(s):  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Interpersonal Trust ◽  
Future Research ◽  
Research And Practice ◽  
Mba Students ◽  
Types Of Knowledge ◽  
Different Types ◽  
Using Data ◽  
Knowledge Seeking

In this chapter, a study that investigated the roles of interpersonal trust in knowledge seeking in China is presented. Specifically, the study examined and tested the effects of two distinct types of interpersonal trust (cognition-based and sincerity-based) on Chinese employees' willingness to seeking two different types of knowledge (explicit and tacit). Using data from a survey of 243 Chinese MBA students at two universities in China, the study found both types of interpersonal trust positively related to explicit knowledge seeking as well as tacit knowledge seeking. The study also found that cognition-based trust had a stronger relationship with seeking of both explicit and tacit knowledge than sincerity-based trust. Implications for future research and practice are discussed.

Skill Abstraction of Physical Therapists in Hemiplegia Patient Rehabilitation Using a Walking Assist Robot

2019 ◽  
Vol 13 (2) ◽  
pp. 271-278 ◽  
Author(s):  
Qi An ◽  
Yuki Ishikawa ◽  
Wen Wen ◽  
Shu Ishiguro ◽  
Koji Ohata ◽  
...  
Keyword(s):  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Physical Therapists ◽  
Rehabilitation Service ◽  
Medical Doctors ◽  
Different Types ◽  
Rehabilitation Facilities ◽  
Science Methodology ◽  
Effective Use

Improving the walking functions of hemiplegia patients after a stroke or brain injury is an important rehabilitation challenge. Recently, walking assist robots have been introduced in advanced rehabilitation facilities as a way to improve the efficiency of patient rehabilitation and restore their walking functions. Expert therapists can apply this device on different patients; however, such application mainly depends on the therapist’s tacit knowledge. Thus, it is often harder for novice therapists to apply such devices on different types of patients. Consequently, effective use of a walking assist robot has become a new patient rehabilitation skill. Taking rehabilitation as a service provided by medical doctors or therapists to their patients, this study aims to improve the quality of the rehabilitation service. In particular, the objective of this study is to abstract the rehabilitation skill of expert therapists in using a walking assist robot by applying a service science methodology known as skill education. Skill abstraction was performed by interviewing an expert therapist. From this interview, it was found that the expert therapist classified hemiplegia patients into four different classes. Using videos of patients walking, further analysis revealed the expert’s tacit knowledge, which was indicated by differences observed among these four groups in particular phases of the patients’ walking patterns. This study shows that by successfully obtaining explicit knowledge of part of a rehabilitation skill by using a walking assist robot (which until now was a tacit knowledge of experts), and then organizing the acquired explicit knowledge, even non-experts can easily reproduce the skill of experts in new patient rehabilitation.

scholarly journals Child-directed speech is statistically optimized for meaning extraction

2020 ◽  
Author(s):  
Guanghao You ◽  
Balthasar Bickel ◽  
Moritz M. Daum ◽  
Sabine Stoll
Keyword(s):  
First Language ◽  
Structural Complexity ◽  
Written Language ◽  
Learning Mechanisms ◽  
Underlying Distribution ◽  
Different Types ◽  
Complex Adaptive ◽  
Distributional Learning ◽  
Complex Structural ◽  
Extract Information

The way infants manage to extract meaning from the speech stream when learning their first language is a highly complex adaptive behavior. This behavior chiefly relies on the ability to extract information from speech they hear and combine it with the external environment they encounter. However, little is known about the underlying distribution of information in speech that conditions this ability. Here we examine properties of this distribution that support meaning extraction in three different types of speech: child-directed speech, adult conversation, and, as a control, written language. We find that verb meanings in child-directed speech can already be successfully extracted from simple co-occurrences of neighboring words, whereas meaning extraction in the other types of speech fundamentally requires access to more complex structural relations between neighboring words. These results suggest that child-directed speech is ideally shaped for a learner who has not yet mastered the structural complexity of her language and therefore mainly relies on distributional learning mechanisms to develop an understanding of linguistic meanings.

scholarly journals Intermedial specificity of the collection of Paul Eluard and Man Ray "Free Hands"

2020 ◽  
Keyword(s):  
Literary Criticism ◽  
Visual Poetry ◽  
The Unconscious ◽  
Graphic Art ◽  
Avant Garde ◽  
Different Types ◽  
Man Ray ◽  
History Of ◽  
Linguistic Level ◽  
Paul Eluard

This article is part of a more thorough study of the phenomenon of "picto-poetry" on the materials of the collection of Paul Eluard and Man Ray "Les Mains libres". Surrealism as an avant-garde trend does not accidentally attract the attention of modern Ukrainian and foreign scholars, because it is precisely this personification of the crisis of society and art in general, which is characteristic of transitional eras. The science has well researched the history of this trend, its philosophy, the specifics of creativity. The "white spot" remains what could be called the "morphology" of surreal poetry, that is, the system of its genres. This article is a contribution to the development of a system of surrealistic genres, in particular, a contribution to the development of the phenomenon of "picto-poetry", which has hardly been studied in modern literary criticism. As it is known, it was precisely in such revolutionary times, when society was undergoing a revolution in all spheres of life, that there is a tendency to mix not only different genres, but also types of art. Intermediality is a practical embodiment of the synthesis of arts in one work and is considered as a one of the integral features of the aesthetics of the avant-garde, and especially – of surrealism. This study shows how the main features of intermediality are expressed in the visual poetry of the surrealists, Paul Eluard in particular, on the example of the collection "Free Hands". In addition, an analysis of one of the collection’s duopoem proves that his poetry is rich in a kind of associativity, imagery at the linguistic level, the interpenetration of borders, its poetics is supplemented by the use of graphic art tools, elements of curly verse as part of “picto-poetry”. The creative exploitation of the resources of the unconscious as the main artistic method allows authors to ignore the boundaries between different types of art. Working in various fields, artists organically continue and deepen each other's works: there is a kind of intrusion of one artistic speech into another.

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