Simulation versus Text: Acquisition of Implicit and Explicit Information

2006 ◽  
Vol 35 (3) ◽  
pp. 289-313 ◽  
Author(s):  
Roger S. Taylor ◽  
Michelene T. H. Chi
Keyword(s):  
Explicit Information ◽  
Implicit And Explicit

Implicit and Explicit Information in Translation

2018 ◽  
Vol 69 (2) ◽  
pp. 302-314
Author(s):  
Norm Mundhenk
Keyword(s):  
Word Meanings ◽  
Explicit Information ◽  
Implicit And Explicit ◽  
The Way

Different languages allow different kinds of information to be left implicit and require different kinds of information to be made explicit. So when translating from one language to another, the way we handle implicit and explicit information is a major issue. This article illustrates the treatment of such information in translating directionals, pronouns, verbal tense, word meanings, chains of reference, and passives.

Nivel de comprensión lectora de los primeros medios de colegios particulares subvencionados de Talca

2016 ◽  
pp. 125
Author(s):  
Luis Herrera ◽  
Gloria Hernández ◽  
Érica Valdés ◽  
Nicoll Valenzuela
Keyword(s):  
Reading Comprehension ◽  
Private Schools ◽  
Secondary Level ◽  
Meaning Construction ◽  
Reading Process ◽  
First Year ◽  
Ministry Of Education ◽  
Explicit Information ◽  
High Level ◽  
Implicit And Explicit

RESUMENEsta investigación tiene por objetivo conocer el nivel de comprensión lectora de estudiantes de primero medio de colegios particulares subvencionados de la ciudad de Talca. El enfoque epistemológico es de carácter cuantitativo y el estudio es de índole no experimental de tipo descriptivo. La muestra está constituida por 327 estudiantes, de seis establecimientos educacionales, a quienes se les aplicó un instrumento de medición de comprensión lectora elaborado por el Ministerio de Educación (MINEDUC). Los resultados evidencian altos niveles en la extracción de información implícita, explícita y deficiencias significativas en procesos de construcción de significados, evaluación del texto y vocabulario. A partir de esto, se sugiere integrar de manera más intencionada el proceso de lectura en los establecimientos educativos, organizando políticas de motivación y aprendizaje lector que transiten por los distintos niveles escolares en atención a los intereses de los estudiantes y las demandas del currículum nacional.Palabras clave: comprensión lectora, información explícita, información implícita, proceso lector.Reading comprehension level in the secondary level in subsidized private schools in TalcaABSTRACTThis research aims to determine the level of reading comprehension of students in the first year of secondary level in subsidized private schools of the city of Talca. The epistemological approach is quantitative and the study is descriptive and non-experimental. The sample consists of 327 students from six schools, who were applied an instrument designed by the Ministry of Education (MOE) to measure the reading comprehension level. Results show a high level of extraction of implicit and explicit information and significant deficiencies in processes of meaning construction, evaluation of text and vocabulary. From this, it suggests to integrate more intentionally the reading process in educational centers, organizing political motivation and reading learning through the various school levels for the interest of students and the demands of the national curriculum.Key words: Reading comprehension, explicit information, implicit information, reading process.

A Study of Parallel Implicit and Explicit Information Processing in Patients With Obsessive-Compulsive Disorder

2002 ◽  
Vol 159 (10) ◽  
pp. 1780-1782 ◽  
Author(s):  
Thilo Deckersbach ◽  
Cary R. Savage ◽  
Tim Curran ◽  
Antje Bohne ◽  
Sabine Wilhelm ◽  
...  
Keyword(s):  
Information Processing ◽  
Obsessive Compulsive Disorder ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Explicit Information ◽  
Implicit And Explicit

A Novel Integrated Information Processing Model of Presence

2021 ◽  
pp. 378-399
Author(s):  
Maxine Berthiaume ◽  
Giulia Corno ◽  
Kevin Nolet ◽  
Stéphane Bouchard
Keyword(s):  
Information Processing ◽  
Virtual Environment ◽  
Multisensory Integration ◽  
Information Processing Model ◽  
Implicit Information ◽  
Explicit Information ◽  
Perceptual Illusions ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
Implicit And Explicit

The objective of this paper is to conduct a narrative literature review on multisensory integration and propose a novel information processing model of presence in virtual reality (VR). The first half of the paper introduces basic multisensory integration (implicit information processing) and the integration of coherent stimuli (explicit information processing) in the physical environment, offering an explanation for people's reactions during VR immersions and is an important component of our model. To help clarify these concepts, examples are provided. The second half of the paper addresses multisensory integration in VR. Three models in the literature examine the role that multisensory integration plays in inducing various perceptual illusions and the relationship between embodiment and presence in VR. However, they do not relate specifically to presence and multisensory integration. We propose a novel model of presence using elements of these models and suggest that implicit and explicit information processing lead to presence. We refer to presence as a perceptual illusion that includes a plausibility illusion (the feeling that the scenario in the virtual environment is actually occurring) and a place illusion (the feeling of being in the place depicted in the virtual environment), based on efficient and congruent multisensory integration.

Proximal deep venous thrombosis following PTA of the superficial femoral artery – an obligation to disclose a complication that is rarely taken into account

VASA ◽  
2006 ◽  
Vol 35 (1) ◽  
pp. 41-44 ◽  
Author(s):  
Klein-Weigel ◽  
Pillokat ◽  
Klemens ◽  
Köning ◽  
Wolbergs ◽  
...  
Keyword(s):  
Venous Thrombosis ◽  
Deep Venous Thrombosis ◽  
Femoral Artery ◽  
Superficial Femoral Artery ◽  
Rare Complication ◽  
Femoral Vein ◽  
Vein Thrombosis ◽  
Explicit Information ◽  
Life Threatening ◽  
Legal Consequences

We report two cases of femoral vein thrombosis after arterial PTA and subsequent pressure stasis. We discuss the legal consequences of these complications for information policies. Because venous thrombembolism following an arterial PTA might cause serious sequel or life threatening complications, there is a clear obligation for explicit information of the patients about this rare complication.

Convergent and Predictive Validity of Implicit and Explicit Anxiety Measures as a Function of Specificity Similarity and Content Similarity

2008 ◽  
Vol 24 (4) ◽  
pp. 254-262 ◽  
Author(s):  
Tobias Gschwendner ◽  
Wilhelm Hofmann ◽  
Manfred Schmitt
Keyword(s):  
Implicit Association Test ◽  
Theoretical Models ◽  
Implicit Measures ◽  
Speech Anxiety ◽  
Behavioral Indicators ◽  
General Anxiety ◽  
Anxious Behavior ◽  
Content Similarity ◽  
Implicit And Explicit ◽  
Validation Strategy

In the present study we applied a validation strategy for implicit measures like the IAT, which complements multitrait-multimethod (MTMM) analyses. As the measurement method (implicit vs. explicit) and underlying representation format (associative vs. propositional) are often confounded, the validation of implicit measures has to go beyond MTMM analysis and requires substantive theoretical models. In the present study (N = 133), we employed such a model ( Hofmann, Gschwendner, Nosek, & Schmitt, 2005 ) and investigated two moderator constructs in the realm of anxiety: specificity similarity and content similarity. In the first session, different general and specific anxiety measures were administered, among them an Implicit Association Test (IAT) general anxiety, an IAT-spider anxiety, and an IAT that assesses speech anxiety. In the second session, participants had to deliver a speech and behavioral indicators of speech anxiety were measured. Results showed that (a) implicit and explicit anxiety measures correlated significantly only on the same specification level and if they measured the same content, and (b) specific anxiety measures best predicted concrete anxious behavior. These results are discussed regarding the validation of implicit measures.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Do People’s Motives Influence Their Susceptibility to Imagination Inflation?

2010 ◽  
Vol 57 (1) ◽  
pp. 77-82 ◽  
Author(s):  
Stefanie J. Sharman ◽  
Samantha Calacouris
Keyword(s):  
Autobiographical Memory ◽  
Source Monitoring ◽  
False Beliefs ◽  
Explicit Motives ◽  
Imagination Inflation ◽  
Motivational Model ◽  
Past Experiences ◽  
Implicit And Explicit ◽  
Affiliation Motives

People are motivated to remember past autobiographical experiences related to their current goals; we investigated whether people are also motivated to remember false past experiences related to those goals. In Session 1, we measured subjects’ implicit and explicit achievement and affiliation motives. Subjects then rated their confidence about, and memory for, childhood events containing achievement and affiliation themes. Two weeks later in Session 2, subjects received a “computer-generated profile” based on their Session 1 ratings. This profile suggested that one false achievement event and one false affiliation event had happened in childhood. After imagining and describing the suggested false events, subjects made confidence and memory ratings a second time. For achievement events, subjects’ explicit motives predicted their false beliefs and memories. The results are explained using source monitoring and a motivational model of autobiographical memory.

Instruction-Based Approach-Avoidance Effects

2015 ◽  
Vol 62 (3) ◽  
pp. 161-169 ◽  
Author(s):  
Pieter Van Dessel ◽  
Jan De Houwer ◽  
Anne Gast ◽  
Colin Tucker Smith
Keyword(s):  
Implicit Association Test ◽  
Avoidance Training ◽  
Social Groups ◽  
Implicit Association ◽  
Approach And Avoidance ◽  
Evaluative Priming ◽  
Blacks And Whites ◽  
Approach Avoidance ◽  
Implicit And Explicit ◽  
Explicit Measures

Prior research suggests that repeatedly approaching or avoiding a certain stimulus changes the liking of this stimulus. We investigated whether these effects of approach and avoidance training occur also when participants do not perform these actions but are merely instructed about the stimulus-action contingencies. Stimulus evaluations were registered using both implicit (Implicit Association Test and evaluative priming) and explicit measures (valence ratings). Instruction-based approach-avoidance effects were observed for relatively neutral fictitious social groups (i.e., Niffites and Luupites), but not for clearly valenced well-known social groups (i.e., Blacks and Whites). We conclude that instructions to approach or avoid stimuli can provide sufficient bases for establishing both implicit and explicit evaluations of novel stimuli and discuss several possible reasons for why similar instruction-based approach-avoidance effects were not found for valenced well-known stimuli.

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