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.

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 Are you mentoring or coaching? Definitions matter

2020 ◽  
pp. 096100062096665
Author(s):  
Lisa Hussey ◽  
Jennifer Campbell-Meier
Keyword(s):  
Best Practice ◽  
Information Science ◽  
Research Question ◽  
The United States ◽  
Library And Information Science ◽  
Explicit Learning ◽  
Structured Interviews ◽  
Apply Theory ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

New library and information science professionals, without previous experience in information organizations, are often left adrift, unsure how to apply theory or best practice to a new work environment. To bridge this gap, mentoring and coaching opportunities are often employed (or mandated) to provide new practitioners with required skills, knowledge, or networking. There are opportunities to harness implicit and explicit learning through experiences and interactions through mentoring and coaching. Definitions of mentoring and coaching in the profession are often used interchangeably when discussing the growth and development of an individual. This leads to the following questions: How do librarians define both mentoring and coaching? How do mentoring and coaching relate to professional development? To address the research question, 47 semi-structured interviews were conducted with librarians in Canada, New Zealand, and the United States between 2015 and 2016. Participants were asked about their mentoring and coaching experiences. During the interviews, participants were asked questions about their experiences as a mentor or mentee. In addition, participants were asked to define both “mentoring” and “coaching.” The authors used an inductive approach to data analysis, and interviews were coded by category.

Implicit and explicit learning: applications from basic research to sports for individuals with impaired movement dynamics

2010 ◽  
Vol 32 (18) ◽  
pp. 1509-1516 ◽  
Author(s):  
Bert Steenbergen ◽  
John van der Kamp ◽  
Marion Verneau ◽  
Marjolein Jongbloed-Pereboom ◽  
Rich S. W. Masters
Keyword(s):  
Basic Research ◽  
Explicit Learning ◽  
Movement Dynamics ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

Implicit and Explicit Learning of Languages

Language ◽  
1997 ◽  
Vol 73 (2) ◽  
pp. 420
Author(s):  
Margaret Thomas ◽  
Nick C. Ellis
Keyword(s):  
Explicit Learning ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

Re-evaluating Dissociations between Implicit and Explicit Category Learning: An Event-related fMRI Study

2011 ◽  
Vol 23 (7) ◽  
pp. 1697-1709 ◽  
Author(s):  
Todd M. Gureckis ◽  
Thomas W. James ◽  
Robert M. Nosofsky
Keyword(s):  
Implicit Learning ◽  
Category Learning ◽  
Neural Activity ◽  
Incidental Learning ◽  
Brain Activity ◽  
Neural Systems ◽  
Explicit Learning ◽  
Learning Condition ◽  
Perceptual Category Learning ◽  
Implicit And Explicit

Recent fMRI studies have found that distinct neural systems may mediate perceptual category learning under implicit and explicit learning conditions. In these previous studies, however, different stimulus-encoding processes may have been associated with implicit versus explicit learning. The present design was aimed at decoupling the influence of these factors on the recruitment of alternate neural systems. Consistent with previous reports, following incidental learning in a dot-pattern classification task, participants showed decreased neural activity in occipital visual cortex (extrastriate region V3, BA 19) in response to novel exemplars of a studied category compared to members of a foil category, but did not show this decreased neural activity following explicit learning. Crucially, however, our results show that this pattern was primarily modulated by aspects of the stimulus-encoding instructions provided at the time of study. In particular, when participants in an implicit learning condition were encouraged to evaluate the overall shape and configuration of the stimuli during study, we failed to find the pattern of brain activity that has been taken to be a signature of implicit learning, suggesting that activity in this area does not uniquely reflect implicit memory for perceptual categories but instead may reflect aspects of processing or perceptual encoding strategies.

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