Implicit Learning, Tacit Knowledge, and Implications for Stasis and Change in Cognitive Psychotherapy

1996 ◽  
Vol 10 (3) ◽  
pp. 163-180 ◽  
Author(s):  
E. Thomas Dowd ◽  
Karen E. Courchaine
Keyword(s):  
Cognitive Psychology ◽  
Tacit Knowledge ◽  
Implicit Learning ◽  
Explicit Knowledge ◽  
Learning Processes ◽  
Explicit Learning ◽  
Conscious Awareness ◽  
Cognitive Structures ◽  
Cognitive Psychotherapy

With the evolution of cognitive psychotherapy, there has been an increasing focus on the nature and influence of cognitive structures or schemata. These structures are out of conscious awareness and therefore can be thought of as tacit in nature. As yet, however, there has been little written regarding the implications of the investigations in cognitive psychology of implicit learning and tacit memory for cognitive psychotherapy. This article describes the work of Arthur Reber and other cognitive psychologists on implicit learning and tacit memory and draws tentative implications for the practice of cognitive psychotherapy. Implicit learning processes have been described as robust in nature, holding evolutionary primacy over explicit learning processes, as dissociated from explicit learning, as involving different processes of learning, and as occurring through the tacit detection of covariation. Tacit knowledge precedes and is less available than explicit knowledge.

Implicit versus explicit: An act-r learning perspective

1999 ◽  
Vol 22 (5) ◽  
pp. 785-786 ◽  
Author(s):  
Niels A. Taatgen
Keyword(s):  
Implicit Learning ◽  
Explicit Memory ◽  
Explicit Knowledge ◽  
Cognitive Architecture ◽  
Explicit Learning ◽  
Implicit And Explicit Memory ◽  
The Difference ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

Dienes & Perner propose a theory of implicit and explicit knowledge that is not entirely complete. It does not address many of the empirical issues, nor does it explain the difference between implicit and explicit learning. It does, however, provide a possible unified explanation, as opposed to the more binary theories like the systems and the processing theories of implicit and explicit memory. Furthermore, it is consistent with a theory in which implicit learning is viewed as based on the mechanisms of the cognitive architecture, and explicit learning as strategies that exploit these mechanisms.

An algebraic perspective on implicit and explicit knowledge

2016 ◽  
Vol 3 (1) ◽  
pp. 151-162 ◽  
Author(s):  
Omid Khatin Zadeh ◽  
Sedigheh Vahdat ◽  
Babak Yazdani Fazlabadi
Keyword(s):  
Implicit Learning ◽  
Infinite Number ◽  
Explicit Knowledge ◽  
Algebraic Groups ◽  
The Other ◽  
Explicit Learning ◽  
Abstract Group ◽  
Abstract Structure ◽  
The Mind ◽  
Implicit And Explicit

The isomorphic relationship between an infinite number of concrete algebraic groups and the existence of a single abstract group that underlies all these concrete groups is one of the most fundamental subjects in Abstract Algebra. Looking at the process of explicit learning from a mathematical perspective, this article suggests that explicit knowledge of a certain concrete structure can be viewed as consciousness of an abstract algebraic structure that underlies that structure. On the other hand, implicit knowledge can be regarded as knowing something without being conscious of the abstract structure that underlies that knowledge. Explicit knowledge enables the learner to know what features are shared by these concrete groups or structures. These shared features are the defining elements of underlying abstract structure. The abstract structure is constructed in the mind by the suppression of irrelevant data. Therefore, it is suggested that while implicit learning is a receiving-oriented mode of learning, explicit learning is a suppression-oriented one. The sub-process of suppression enables the cognitive system to focus on abstract structure and its defining features, making the process of explicit learning deeper.

scholarly journals Implicit and Explicit Learning of Temporal Sequences Studied With the Process Dissociation Procedure

2008 ◽  
Vol 100 (2) ◽  
pp. 733-739 ◽  
Author(s):  
Anke Karabanov ◽  
Fredrik Ullén
Keyword(s):  
Implicit Learning ◽  
Serial Recall ◽  
Explicit Knowledge ◽  
Stimulus Presentation ◽  
Explicit Learning ◽  
Process Dissociation ◽  
Process Dissociation Procedure ◽  
Significant Difference ◽  
Implicit And Explicit ◽  
Temporal Sequences

We studied whether temporal sequences can be learned implicitly using a process dissociation procedure (PDP). Participants performed repeated serial recalls of sequential stimuli with a random ordinal structure and fixed temporal structure. Explicit knowledge was evaluated through verbal questions and PDP analysis of two generation tasks (inclusion and exclusion). Participants were divided into two groups: in the Ordinal group, stimulus presentation was visual and the participants were instructed to repeat the ordinal structure; in the Temporal+Ordinal group, stimulus presentation was audio-visual and the participants were instructed to repeat temporal and ordinal structure. We expected predominantly implicit learning in the Ordinal group and explicit learning in the Temporal+Ordinal group. This was supported by two findings. First, a significant difference between inclusion and exclusion performance was seen only in the Temporal+Ordinal group. Second, in both groups, a negative relation was found between the degree of improvement during serial recall and a measure of explicit knowledge in the generation tasks. This relation was independent of the final level of performance during serial recall. These findings suggest that distinct implicit and explicit systems may exist for learning of temporal sequences: implicit learning is gradual and gives rise to knowledge that is inaccessible to conscious control while the explicit system is fast and results in representations that can be used to control performance in inclusion and exclusion tasks.

Usages of Information Communication Technology (ICT)

2021 ◽  
pp. 103-128
Keyword(s):  
Staff Development ◽  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Training Programme ◽  
Learning Processes ◽  
Information Communication ◽  
Pedagogical Content ◽  
Types Of Knowledge ◽  
New Learning ◽  
Creative Learning

This chapter highlights roles of ICT in facilitating creative learning processes. A knowledge conversation model of creative learning addresses four types of knowledge: individual tacit knowledge, individual explicit knowledge, collective tacit knowledge, and collective explicit knowledge. Creativity motives conversations between different types of knowledge, which means creativity shapes new learning opportunities and facilitates learning processes. Therefore, this chapter regards ICT as one stimulus of ‘explicit-collective knowledge' and could facilitate the learning loop as well as creativity development. Additionally, technological pedagogical content knowledge (TPACK) framework as a part of training programme of staff development is proposed to Chinese universities.

scholarly journals Human Learning: implicit and explicit

2015 ◽  
Vol 40 (3) ◽  
pp. 809-823 ◽  
Author(s):  
Peter Jarvis
Keyword(s):  
Tacit Knowledge ◽  
Implicit Learning ◽  
Conscious Experience ◽  
Human Learning ◽  
Explicit Learning ◽  
Tacit Dimension ◽  
Implicit And Explicit

Building on Polanyi's insight in The Tacit Dimension that we know more than we can tell, this paper argues that we actually experience more of reality than that of which we are conscious. Our conscious experience becomes the basis of explicit learning but that which we experience but of which we are not conscious is the basis of implicit learning and tacit knowledge.

scholarly journals Towards a unified account of the representation, processing and acquisition of second language knowledge

2002 ◽  
Vol 18 (3) ◽  
pp. 193-223 ◽  
Author(s):  
Jan Hulstijn
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Implicit Learning ◽  
Explicit Knowledge ◽  
First Language ◽  
Explicit Learning ◽  
Interface Position ◽  
Network Nodes ◽  
The Status ◽  
In The Beginning

This article argues for the need to reconcile symbolist and connectionist accounts of (second) language learning by propounding nine claims, aimed at integrating accounts of the representation, processing and acquisition of second language (L2) knowledge. Knowledge representation is claimed to be possible both in the form of symbols and rules and in the form of networks with layers of hidden units representing knowledge in a distributed, subsymbolic way. Implicit learning is the construction of knowledge in the form of such networks. The strength of association between the network nodes changes in the beginning stages of learning with accumulating exposure, following a power law (automatization). Network parts may attain the status equivalent to ‘symbols’. Explicit learning is the deliberate construction of verbalizable knowledge in the form of symbols (concepts) and rules. The article argues for a nonnativist, emergentist view of first language learning and adopts its own version of what could be called a non-interface position in L2 learning: although explicit knowledge cannot turn into implicit knowledge through practice, it is argued that explicit learning and practice often form efficient ways of mastering an L2 by creating opportunities for implicit learning.

scholarly journals Taking aim at the perceptual side of motor learning: Exploring how explicit and implicit learning encode perceptual error information through depth vision

2021 ◽  
Author(s):  
Carlo Campagnoli ◽  
Fulvio Domini ◽  
Jordan A. Taylor
Keyword(s):  
Motor Learning ◽  
Implicit Learning ◽  
Learning Processes ◽  
Perceptual Task ◽  
Depth Information ◽  
Explicit Learning ◽  
Error Signal ◽  
Implicit Processes ◽  
Delayed Group ◽  
Depth Condition

AbstractMotor learning in visuomotor adaptation tasks results from both explicit and implicit processes, each responding differently to an error signal. While the motor output side of these processes is extensively studied, their visual input side is relatively unknown. We investigated if and how depth perception affects the computation of error information by explicit and implicit motor learning. Two groups of participants threw virtual darts at a virtual dartboard while receiving perturbed endpoint feedback. The Delayed group was allowed to re-aim and their feedback was delayed to emphasize explicit learning, while the Clamped group received clamped cursor feedback which they were told to ignore, and continued to aim straight at the target to emphasize implicit adaptation. Both groups played this game in a highly detailed virtual environment (Depth condition) and in an empty environment (No-Depth condition). The Delayed group showed an increase in error sensitivity under Depth relative to No-Depth conditions. In contrast, the Clamped group adapted to the same degree under both conditions. The movement kinematics of the Delayed participants also changed under the Depth condition, consistent with the target appearing more distant, unlike the Clamped group. A comparison of the Delayed behavioral data with a perceptual task from the same individuals showed that the effect of the Depth condition on the re-aiming direction was consistent with an increase in the scaling of the error distance and size. These findings suggest that explicit and implicit learning processes may rely on different sources of perceptual information.New & NoteworthyWe leveraged a classic sensorimotor adaptation task to perform a first systematic assessment of the role of perceptual cues in the estimation of an error signal in the 3D space during motor learning. We crossed two conditions presenting different amounts of depth information, with two manipulations emphasizing explicit and implicit learning processes. Explicit learning responded to the visual conditions, consistent with perceptual reports, while implicit learning appeared to be independent of them.

scholarly journals Organizational Learning for Intelligence Amplification Adoption: Lessons from a Clinical Decision Support System Adoption Project

2021 ◽  
Author(s):  
Fons Wijnhoven
Keyword(s):  
Decision Support ◽  
Organizational Learning ◽  
Tacit Knowledge ◽  
Clinical Decision Support ◽  
Explicit Knowledge ◽  
Clinical Decision ◽  
Learning Processes ◽  
Decision Makers ◽  
Human Decision ◽  
Deutero Learning

AbstractIntelligence amplification exploits the opportunities of artificial intelligence, which includes data analytic techniques and codified knowledge for increasing the intelligence of human decision makers. Intelligence amplification does not replace human decision makers but may help especially professionals in making complex decisions by well-designed human-AI system learning interactions (i.e., triple loop learning). To understand the adoption challenges of intelligence amplification systems, we analyse the adoption of clinical decision support systems (CDSS) as an organizational learning process by the case of a CDSS implementation for deciding on administering antibiotics to prematurely born babies. We identify user-oriented single and double loop learning processes, triple loop learning, and institutional deutero learning processes as organizational learning processes that must be realized for effective intelligence amplification adoption. We summarize these insights in a system dynamic model—containing knowledge stocks and their transformation processes—by which we analytically structure insights from the diverse studies of CDSS and intelligence amplification adoption and by which intelligence amplification projects are given an analytic theory for their design and management. From our case study, we find multiple challenges of deutero learning that influence the effectiveness of IA implementation learning as transforming tacit knowledge into explicit knowledge and explicit knowledge back to tacit knowledge. In a discussion of implications, we generate further research directions and discuss the generalization of our case findings to different organizations.

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.

Knowledge creation and utilization in project teams

2015 ◽  
Vol 19 (2) ◽  
pp. 351-371 ◽  
Author(s):  
Paul Ihuoma Oluikpe
Keyword(s):  
Project Management ◽  
Tacit Knowledge ◽  
Explicit Knowledge ◽  
Project Teams ◽  
Content Type ◽  
Relational Processes ◽  
Knowledge Processes ◽  
The Social ◽  
Tacit Dimension ◽  
Organizational Results

Purpose – The purpose of this paper is to explore the knowledge processes that interplay in the social construction and appropriation of knowledge and to test these constructs empirically in project teams. Design/methodology/approach – Literature research and quantitative survey were used. The research identified project success, faster completion times, operational efficiency, innovation and generation of new knowledge as dominating project management expectations in the past ten years. It studied how these projects construct and appropriate knowledge within project teams to achieve these five objectives. Using a quantitative approach, data were sought from 1,000 respondents out of a population of 10,000 from 11 project management areas in eight world regions to test the conceptual model in real-world scenarios. The data gathered were analyzed using quantitative analysis tools and techniques such as reliability, correlation and regression. Findings – There is a lingering difficulty within organizations on how to translate tacit knowledge into action. The transfer and utilization of tacit knowledge was shown to be embedded and nested within relationships. Innovation in projects was found to be mostly linked to replication and codification of knowledge (explicit dimension) as opposed to interpretation and assimilation (tacit dimension). Arriving at a mutual interpretation of project details and requirements does not depend on canonical (formal documentation) methods but mostly on non-canonical (informal) and relational processes embedded within the team. Originality/value – This work studies, in empirical and geographical detail, the social interplay of knowledge and provided evidence relative to the appropriation of knowledge in the project organizational form, which can be extrapolated to wider contexts. The work scoped the inter-relational nature of knowledge and provided further evidence on the nebulous nature of tacit/intangible knowledge. It also proved further that organizations mostly rely on explicit knowledge to drive organizational results, as it is easily actionable and measurable.

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