scholarly journals Implicit knowledge and memory for musical stimuli in musicians and non-musicians

2019 ◽  
Vol 48 (6) ◽  
pp. 836-845
Author(s):  
Lisa Thorpe ◽  
Margaret Cousins ◽  
Ros Bramwell
Keyword(s):  
Implicit Memory ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Musical Structure ◽  
Music Learning ◽  
Monitoring Task ◽  
Chord Sequence ◽  
Priming Paradigm ◽  
Phoneme Monitoring ◽  
Musical Sequence

The phoneme monitoring task is a musical priming paradigm that demonstrates that both musicians and non-musicians have gained implicit understanding of prevalent harmonic structures. Little research has focused on implicit music learning in musicians and non-musicians. This current study aimed to investigate whether the phoneme monitoring task would identify any implicit memory differences between musicians and non-musicians. It focuses on both implicit knowledge of musical structure and implicit memory for specific musical sequences. Thirty-two musicians and non-musicians (19 female and 13 male) were asked to listen to a seven-chord sequence and decide as quickly as possible whether the final chord ended on the syllable /di/ or /du/. Overall, musicians were faster at the task, though non-musicians made more gains through the blocks of trials. Implicit memory for musical sequence was evident in both musicians and non-musicians. Both groups of participants reacted quicker to sequences that they had heard more than once but showed no explicit knowledge of the familiar sequences.

CONFLICTING EVIDENCE OF EXPLICIT AND IMPLICIT KNOWLEDGE FROM OBJECTIVE AND SUBJECTIVE MEASURES

2019 ◽  
Vol 42 (2) ◽  
pp. 359-382
Author(s):  
Ryo Maie ◽  
Robert M. DeKeyser
Keyword(s):  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
English Speakers ◽  
Subjective Measures ◽  
Full Account ◽  
Monitoring Task ◽  
Grammaticality Judgment ◽  
Conflicting Evidence ◽  
Incidental Exposure ◽  
Explicit And Implicit Knowledge

AbstractThis study is the first to compare objective and subjective measures of explicit and implicit knowledge under learning from incidental exposure. An experiment was conducted, during which L1 English speakers were trained on a semiartificial language, Japlish. A measure of explicit knowledge and a recently proposed measure of implicit knowledge (i.e., an untimed auditory grammaticality judgment and a word-monitoring task) were applied to gauge the two types of knowledge at two testing sessions, and their results were compared with those of subjective measures of awareness. Results revealed clear discrepancies between the two measurement approaches in terms of their sensitivity. In particular, while the subjective measures varied in identifying explicit and implicit knowledge of various Japlish constructions, the objective measures indicated that most of the knowledge was explicit, and development of implicit knowledge (measured by the word-monitoring task) was minimal, only manifested in detecting a case-missing violation at the delayed posttest. The results are discussed with reference to the current literature on explicit and implicit learning and knowledge, and it is concluded that the criterion of (un)awareness might not be by itself sufficient to provide a full account of L2 knowledge developed under incidental conditions.

THE EFFECTS OF IMPLICIT INSTRUCTION ON IMPLICIT AND EXPLICIT KNOWLEDGE DEVELOPMENT

2015 ◽  
Vol 38 (2) ◽  
pp. 177-215 ◽  
Author(s):  
Aline Godfroid
Keyword(s):  
Explicit Knowledge ◽  
Morphological Structure ◽  
Implicit Knowledge ◽  
Implicit Processing ◽  
Implicit Instruction ◽  
Monitoring Task ◽  
Oral Production ◽  
Language Research ◽  
Verb Forms ◽  
Implicit And Explicit

This study extends the evidence for implicit second language (L2) learning, which comes largely from (semi-)artificial language research, to German. Upper-intermediate L2 German learners were flooded with spoken exemplars of a difficult morphological structure, namely strong, vowel-changing verbs. Toward the end of exposure, the mandatory vowel change was omitted, yielding ungrammatical verb forms (compare Leung & Williams, 2012). Two pre- and posttests—word monitoring and controlled oral production—gauged the development of learners’ implicit and explicit knowledge, respectively.Interviews revealed 33 out of 38 L2 learners remained unaware of the ungrammatical verbs in the input flood; however, they showed significant sensitivity during listening as evidenced by a reaction time slowdown on ungrammatical trials. The unaware learners also improved significantly from pretest to posttest on the word-monitoring task, but not the oral production measure, unless the verbs’ salience in the input flood had resonated with them. Thus, implicit instruction affected implicit knowledge primarily, although prior knowledge and memory could potentially account for interactions between implicit processing, implicit knowledge, and explicit knowledge.

Validity of new measures of implicit knowledge: Distinguishing implicit knowledge from automatized explicit knowledge

2017 ◽  
Vol 38 (5) ◽  
pp. 1229-1261 ◽  
Author(s):  
YUICHI SUZUKI
Keyword(s):  
Real Time ◽  
Explicit Knowledge ◽  
First Language ◽  
Implicit Knowledge ◽  
Linguistic Knowledge ◽  
Monitoring Task ◽  
Grammaticality Judgment ◽  
Method Effects ◽  
Japanese Learners ◽  
Grammar Tests

ABSTRACTAccumulating evidence suggests that time-pressured form-focused tasks like grammaticality judgment tests (GJTs) can measure second language (L2) implicit knowledge. The current paper, however, proposes that these tasks draw on automatized explicit knowledge. A battery of six grammar tests was designed to distinguish automatized explicit knowledge and implicit knowledge. While three time-pressured form-focused tasks (an auditory GJT, a visual GJT, and a fill in the blank test) were hypothesized to measure automatized explicit knowledge, three real-time comprehension tasks (a visual-world task, a word-monitoring task, and a self-paced reading task) were hypothesized to measure implicit knowledge. One hundred advanced L2 Japanese learners with first language Chinese residing in Japan took all six tests. Confirmatory factor analysis and multitrait-multimethod analysis provided an array of evidence supporting that these tests assessed two types of linguistic knowledge separately with little influence from the method effects. The results analyzed separately by length of residence in Japan (a proxy for the amount of naturalistic L2 exposure) showed that learners with longer residence in Japan can draw on implicit knowledge in the real-time comprehension tasks with more stability than those with shorter residence. These findings indicate the potential of finely tuned real-time comprehension tasks as measures of implicit knowledge.

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

2014 ◽  
Vol 30 (4) ◽  
pp. 551-568 ◽  
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.

scholarly journals Convergent and Distinct Effects of Multisensory Combination on Statistical Learning Using a Computer Glove

2021 ◽  
Vol 11 ◽  
Author(s):  
Christopher R. Madan ◽  
Anthony Singhal
Keyword(s):  
Statistical Learning ◽  
Visual Cues ◽  
Explicit Knowledge ◽  
Reaction Time Task ◽  
Musical Instrument ◽  
Implicit Knowledge ◽  
Auditory Cues ◽  
Motor Movements ◽  
Explicit And Implicit Knowledge ◽  
Single Modality

Learning to play a musical instrument involves mapping visual + auditory cues to motor movements and anticipating transitions. Inspired by the serial reaction time task and artificial grammar learning, we investigated explicit and implicit knowledge of statistical learning in a sensorimotor task. Using a between-subjects design with four groups, one group of participants were provided with visual cues and followed along by tapping the corresponding fingertip to their thumb, while using a computer glove. Another group additionally received accompanying auditory tones; the final two groups received sensory (visual or visual + auditory) cues but did not provide a motor response—all together following a 2 × 2 design. Implicit knowledge was measured by response time, whereas explicit knowledge was assessed using probe tests. Findings indicate that explicit knowledge was best with only the single modality, but implicit knowledge was best when all three modalities were involved.

scholarly journals Assumptions of the Process-Dissociation Procedure are Violated in Implicit Sequence Learning

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.

Human Factors in Interactive Machine Learning: A Cybersecurity Case Study

2021 ◽  
Vol 65 (1) ◽  
pp. 1495-1499
Author(s):  
Mark H. Chignell ◽  
Mu-Huan Chung ◽  
Yuhong Yang ◽  
Greg Cento ◽  
Abhay Raman
Keyword(s):  
Machine Learning ◽  
Human Factors ◽  
Financial Services ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Cyber Attacks ◽  
Transfer Data ◽  
Interactive Machine Learning

Cybersecurity is emerging as a major issue for many organizations and countries. Machine learning has been used to recognize threats, but it is difficult to predict future threats based on past events, since malicious attackers are constantly finding ways to circumvent defences and the algorithms that they rely on. Interactive Machine learning (iML) has been developed as a way to combine human and algorithmic expertise in a variety of domains and we are currently applying it to cybersecurity. In this application of iML, implicit knowledge about human behaviour, and about the changing nature of threats, can supplement the explicit knowledge encoded in algorithms to create more effective defences against cyber-attacks. In this paper we present the example problem of data exfiltration where insiders, or outsiders masquerading as insiders, who copy and transfer data maliciously, against the interests of an organization. We will review human factors issues associated with the development of iML solutions for data exfiltration. We also present a case study involving development of an iML solution for a large financial services company. In this case study we review work carried out on developing visualization dashboards and discussing prospects for further iML integration. Our goal in writing this paper is to motivate future researchers to consider the role of the human more fully in ML, not only in the data exfiltration and cybersecurity domain but also in a range of other applications where human expertise is important and needs to combine with ML prediction to solve challenging problems.

The Implicit/Explicit Strategy

2019 ◽  
pp. 89-129
Author(s):  
Eli Alshanetsky
Keyword(s):  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Perceptual Classification ◽  
Color Recognition ◽  
Implicit And Explicit

On the proposed solution to the puzzle, we recognize the correct formulations of our thoughts by relying on our implicit knowledge of what we are thinking. After discussing an analogous puzzle in the case of basic perceptual classification and constructing a model of implicit knowledge for the simpler case of color recognition, the chapter extends the model to the trickier case of thought. On this model, our implicit knowledge of an item consists in its stored signature—the invariant aspect of experience that its instances share. On the proposed solution, the process that mediates between implicit and explicit knowledge is not itself wholly sub-personal. Instead, it is best understood as straddling the personal/sub-personal divide. A deeper source of the puzzle that emerges from this chapter’s discussion of our involvement in articulation lies in the conflation between two types of freedom (or control) that we may have over a response.

Some lexical effects in a generalized phoneme monitoring task

1991 ◽  
Vol 89 (4B) ◽  
pp. 2010-2011
Author(s):  
Scott E. Lively ◽  
David B. Pisoni
Keyword(s):  
Monitoring Task ◽  
Lexical Effects ◽  
Phoneme Monitoring
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