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  1. (1 other version)Implicit learning and tacit knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology: General 118 (3):219-235.
    I examine the phenomenon of implicit learning, the process by which knowledge about the rule-governed complexities of the stimulus environment is acquired independently of conscious attempts to do so. Our research with the two seemingly disparate experimental paradigms of synthetic grammar learning and probability learning, is reviewed and integrated with other approaches to the general problem of unconscious cognition. The conclusions reached are as follows: Implicit learning produces a tacit knowledge base that is abstract and representative of the structure of (...)
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  • Acquisition of cognitive skill.John R. Anderson - 1982 - Psychological Review 89 (4):369-406.
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  • A theory of implicit and explicit knowledge.Zoltan Dienes & Josef Perner - 1999 - Behavioral and Brain Sciences 22 (5):735-808.
    The implicit-explicit distinction is applied to knowledge representations. Knowledge is taken to be an attitude towards a proposition which is true. The proposition itself predicates a property to some entity. A number of ways in which knowledge can be implicit or explicit emerge. If a higher aspect is known explicitly then each lower one must also be known explicitly. This partial hierarchy reduces the number of ways in which knowledge can be explicit. In the most important type of implicit knowledge, (...)
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  • Implicit learning: News from the front.Axel Cleeremans, Arnaud Destrebecqz & Maud Boyer - 1998 - Trends in Cognitive Sciences 2 (10):406-416.
    69 Thompson-Schill, S.L. _et al. _(1997) Role of left inferior prefrontal cortex 59 Buckner, R.L. _et al. _(1996) Functional anatomic studies of memory in retrieval of semantic knowledge: a re-evaluation _Proc. Natl. Acad._ retrieval for auditory words and pictures _J. Neurosci. _16, 6219–6235 _Sci. U. S. A. _94, 14792–14797 60 Buckner, R.L. _et al. _(1995) Functional anatomical studies of explicit and 70 Baddeley, A. (1992) Working memory: the interface between memory implicit memory retrieval tasks _J. Neurosci. _15, 12–29 and cognition (...)
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  • Two modes of learning for interactive tasks.Neil A. Hayes & Donald E. Broadbent - 1988 - Cognition 28 (3):249-276.
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  • Implicit learning and statistical learning: One phenomenon, two approaches.Pierre Perruchet & Sebastien Pacton - 2006 - Trends in Cognitive Sciences 10 (5):233-238.
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  • The cognitive unconscious: An evolutionary perspective.Arthur S. Reber - 1992 - Consciousness and Cognition 1 (2):93-133.
    In recent decades it has become increasingly clear that a substantial amount of cognitive work goes on independent of consciousness. The research has been carried out largely under two rubrics, implicit learning and implicit memory. The former has been concerned primarily with the acquisition of knowledge independent of awareness and the latter with the manner in which memories not readily available to conscious recall or recognition play a role in behavior; collectively these operations comprise the essential functions of the cognitive (...)
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  • Implicit Statistical Learning: A Tale of Two Literatures.Morten H. Christiansen - 2019 - Topics in Cognitive Science 11 (3):468-481.
    In this review article, Christiansen provides a historical perspective on the two research traditions, implicit learning and statistical learning, thus nicely setting the scene for this special issue of Topics in Cognitive Science. In this “tale of two literatures”, he first traces the history of both literatures before sketching a framework that provides a basis for understanding implicit learning and statistical learning as a unified phenomenon.
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  • Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge.Rebecca L. Gomez & LouAnn Gerken - 1999 - Cognition 70 (2):109-135.
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  • Intuitions in linguistics.Michael Devitt - 2006 - British Journal for the Philosophy of Science 57 (3):481-513.
    Linguists take the intuitive judgments of speakers to be good evidence for a grammar. Why? The Chomskian answer is that they are derived by a rational process from a representation of linguistic rules in the language faculty. The paper takes a different view. It argues for a naturalistic and non-Cartesian view of intuitions in general. They are empirical central-processor responses to phenomena differing from other such responses only in being immediate and fairly unreflective. Applying this to linguistic intuitions yields an (...)
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  • Principles for Implicit Learning.Axel Cleeremans - 1997 - In Dianne Berry (ed.), How Implicit is Implicit Learning? Oxford University Press.
    Complete URL to this document: http://srsc.ulb.ac.be/axcWWW/93-Principles.html.
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  • A connectionist theory of phenomenal experience.Jonathan Opie & Gerard O'Brien - 1999 - Behavioral and Brain Sciences 22 (1):127-148.
    When cognitive scientists apply computational theory to the problem of phenomenal consciousness, as many of them have been doing recently, there are two fundamentally distinct approaches available. Either consciousness is to be explained in terms of the nature of the representational vehicles the brain deploys; or it is to be explained in terms of the computational processes defined over these vehicles. We call versions of these two approaches _vehicle_ and _process_ theories of consciousness, respectively. However, while there may be space (...)
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  • Analogic and abstraction strategies in synthetic grammar learning: A functionalist interpretation.Arthur S. Reber & Rhianon Allen - 1978 - Cognition 6 (3):189-221.
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  • Gambling on the unconscious: A comparison of wagering and confidence ratings as measures of awareness in an artificial grammar task☆.Zoltán Dienes & Anil Seth - 2010 - Consciousness and Cognition 19 (2):674-681.
    We explore three methods for measuring the conscious status of knowledge using the artificial grammar learning paradigm. We show wagering is no more sensitive to conscious knowledge than simple verbal confidence reports but is affected by risk aversion. When people wager rather than give verbal confidence they are less ready to indicate high confidence. We introduce a “no-loss gambling” method which is insensitive to risk aversion. We show that when people are just as ready to bet on a genuine random (...)
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  • Connectionist and Memory‐Array Models of Artificial Grammar Learning.Zoltan Dienes - 1992 - Cognitive Science 16 (1):41-79.
    Subjects exposed to strings of letters generated by a finite state grammar can later classify grammatical and nongrammatical test strings, even though they cannot adequately say what the rules of the grammar are (e.g., Reber, 1989). The MINERVA 2 (Hintzman, 1986) and Medin and Schaffer (1978) memory‐array models and a number of connectionist outoassociator models are tested against experimental data by deriving mainly parameter‐free predictions from the models of the rank order of classification difficulty of test strings. The importance of (...)
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  • The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach.Ron Sun - 2005 - Psychological Review 112 (1):159-192.
    This article explicates the interaction between implicit and explicit processes in skill learning, in contrast to the tendency of researchers to study each type in isolation. It highlights various effects of the interaction on learning (including synergy effects). The authors argue for an integrated model of skill learning that takes into account both implicit and explicit processes. Moreover, they argue for a bottom-up approach (first learning implicit knowledge and then explicit knowledge) in the integrated model. A variety of qualitative data (...)
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  • Sequential Expectations: The Role of Prediction‐Based Learning in Language.Jennifer B. Misyak, Morten H. Christiansen & J. Bruce Tomblin - 2010 - Topics in Cognitive Science 2 (1):138-153.
    Prediction‐based processes appear to play an important role in language. Few studies, however, have sought to test the relationship within individuals between prediction learning and natural language processing. This paper builds upon existing statistical learning work using a novel paradigm for studying the on‐line learning of predictive dependencies. Within this paradigm, a new “prediction task” is introduced that provides a sensitive index of individual differences for developing probabilistic sequential expectations. Across three interrelated experiments, the prediction task and results thereof are (...)
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  • Implicit learning of tonality: A self-organizing approach.Barbara Tillmann, Jamshed J. Bharucha & Emmanuel Bigand - 2000 - Psychological Review 107 (4):885-913.
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  • Self domestication and the evolution of language.James Thomas & Simon Kirby - 2018 - Biology and Philosophy 33 (1-2):9.
    We set out an account of how self-domestication plays a crucial role in the evolution of language. In doing so, we focus on the growing body of work that treats language structure as emerging from the process of cultural transmission. We argue that a full recognition of the importance of cultural transmission fundamentally changes the kind of questions we should be asking regarding the biological basis of language structure. If we think of language structure as reflecting an accumulated set of (...)
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  • The Epistemic Status of Processing Fluency as Source for Judgments of Truth.Rolf Reber & Christian Unkelbach - 2010 - Review of Philosophy and Psychology 1 (4):563-581.
    This article combines findings from cognitive psychology on the role of processing fluency in truth judgments with epistemological theory on justification of belief. We first review evidence that repeated exposure to a statement increases the subjective ease with which that statement is processed. This increased processing fluency, in turn, increases the probability that the statement is judged to be true. The basic question discussed here is whether the use of processing fluency as a cue to truth is epistemically justified. In (...)
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  • Intuition, Reflection, and the Command of Knowledge.Jennifer Nagel - 2014 - Aristotelian Society Supplementary Volume 88 (1):219-241.
    Action is not always guided by conscious deliberation; in many circumstances, we act intuitively rather than reflectively. Tamar Gendler (2014) contends that because intuitively guided action can lead us away from our reflective commitments, it limits the power of knowledge to guide action. While I agree that intuition can diverge from reflection, I argue that this divergence does not constitute a restriction on the power of knowledge. After explaining my view of the contrast between intuitive and reflective thinking, this paper (...)
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  • Subjective measures of consciousness in artificial grammar learning task.Michał Wierzchoń, Dariusz Asanowicz, Borysław Paulewicz & Axel Cleeremans - 2012 - Consciousness and Cognition 21 (3):1141-1153.
    Consciousness can be measured in various ways, but different measures often yield different conclusions about the extent to which awareness relates to performance. Here, we compare five different subjective measures of awareness in the context of an artificial grammar learning task. Participants expressed their subjective awareness of rules using one of five different scales: confidence ratings , post-decision wagering , feeling of warmth , rule awareness , and continuous scale . All scales were equally sensitive to conscious knowledge. PDW, however, (...)
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  • Know thyself: Metacognitive networks and measures of consciousness.Antoine Pasquali, Bert Timmermans & Axel Cleeremans - 2010 - Cognition 117 (2):182-190.
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  • Implicit knowledge and motor skill: What people who know how to catch don’t know.Nick Reed, Peter McLeod & Zoltan Dienes - 2010 - Consciousness and Cognition 19 (1):63-76.
    People are unable to report how they decide whether to move backwards or forwards to catch a ball. When asked to imagine how their angle of elevation of gaze would change when they caught a ball, most people are unable to describe what happens although their interception strategy is based on controlling changes in this angle. Just after catching a ball, many people are unable to recognise a description of how their angle of gaze changed during the catch. Some people (...)
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  • Regularity Extraction Across Species: Associative Learning Mechanisms Shared by Human and Non‐Human Primates.Arnaud Rey, Laure Minier, Raphaëlle Malassis, Louisa Bogaerts & Joël Fagot - 2019 - Topics in Cognitive Science 11 (3):573-586.
    One of the themes that has been widely addressed in both the implicit learning and statistical learning literatures is that of rule learning. While it is widely agreed that the extraction of regularities from the environment is a fundamental facet of cognition, there is still debate about the nature of rule learning. Rey and colleagues show that the comparison between human and non‐human primates can contribute important insights to this debate.
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  • Transfer in artificial grammar learning: A reevaluation.Martin Redington & Nick Chater - 1996 - Journal of Experimental Psychology: General 125 (2):123.
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  • Questioning short-term memory and its measurement: Why digit span measures long-term associative learning.Gary Jones & Bill Macken - 2015 - Cognition 144 (C):1-13.
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  • Exploring implicit and explicit aspects of sense of agency.P. C. Fletcher J. W. Moore, D. Middleton, P. Haggard - 2012 - Consciousness and Cognition 21 (4):1748.
    Sense of agency refers to the sense of initiating and controlling actions in order to influence events in the outside world. Recently, a distinction between implicit and explicit aspects of sense of agency has been proposed, analogous to distinctions found in other areas of cognition, notably learning. However, there is yet no strong evidence supporting separable implicit and explicit components of sense of agency. The so-called ‘Perruchet paradigm’ offers one of the few convincing demonstrations of separable implicit and explicit learning (...)
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  • Implicit Learning and Acquisition of Music.Martin Rohrmeier & Patrick Rebuschat - 2012 - Topics in Cognitive Science 4 (4):525-553.
    Implicit learning is a core process for the acquisition of a complex, rule‐based environment from mere interaction, such as motor action, skill acquisition, or language. A body of evidence suggests that implicit knowledge governs music acquisition and perception in nonmusicians and musicians, and that both expert and nonexpert participants acquire complex melodic, harmonic, and other features from mere exposure. While current findings and computational modeling largely support the learning of chunks, some results indicate learning of more complex structures. Despite the (...)
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  • The language faculty that wasn't: a usage-based account of natural language recursion.Morten H. Christiansen & Nick Chater - 2015 - Frontiers in Psychology 6:150920.
    In the generative tradition, the language faculty has been shrinking—perhaps to include only the mechanism of recursion. This paper argues that even this view of the language faculty is too expansive. We first argue that a language faculty is difficult to reconcile with evolutionary considerations. We then focus on recursion as a detailed case study, arguing that our ability to process recursive structure does not rely on recursion as a property of the grammar, but instead emerges gradually by piggybacking on (...)
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  • Incidental and online learning of melodic structure.Martin Rohrmeier, Patrick Rebuschat & Ian Cross - 2011 - Consciousness and Cognition 20 (2):214-222.
    The cognition of music, like that of language, is partly rooted in enculturative processes of implicit and incidental learning. Musicians and nonmusicians alike are commonly found to possess detailed implicit knowledge of musical structure which is acquired incidentally through interaction with large samples of music. This paper reports an experiment combining the methodology of artificial grammar learning with musical acquisition of melodic structure. Participants acquired knowledge of grammatical melodic structures under incidental learning conditions in both experimental and untrained control conditions. (...)
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  • Neurocognitive mechanisms of statistical-sequential learning: what do event-related potentials tell us?Jerome Daltrozzo & Christopher M. Conway - 2014 - Frontiers in Human Neuroscience 8.
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  • Intentional control based on familiarity in artificial grammar learning.Lulu Wan, Zoltán Dienes & Xiaolan Fu - 2008 - Consciousness and Cognition 17 (4):1209-1218.
    It is commonly held that implicit learning is based largely on familiarity. It is also commonly held that familiarity is not affected by intentions. It follows that people should not be able to use familiarity to distinguish strings from two different implicitly learned grammars. In two experiments, subjects were trained on two grammars and then asked to endorse strings from only one of the grammars. Subjects also rated how familiar each string felt and reported whether or not they used familiarity (...)
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  • Fringe consciousness in sequence learning: The influence of individual differences.Elisabeth Norman, Mark C. Price & Simon C. Duff - 2006 - Consciousness and Cognition 15 (4):723-760.
    We first describe how the concept of “fringe consciousness” can characterise gradations of consciousness between the extremes of implicit and explicit learning. We then show that the NEO-PI-R personality measure of openness to feelings, chosen to reflect the ability to introspect on fringe feelings, influences both learning and awareness in the serial reaction time task under conditions that have previously been associated with implicit learning . This provides empirical evidence for the proposed phenomenology and functional role of fringe consciousness in (...)
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  • Unconscious structural knowledge of tonal symmetry: Tang poetry redefines limits of implicit learning.Shan Jiang, Lei Zhu, Xiuyan Guo, Wendy Ma, Zhiliang Yang & Zoltan Dienes - 2012 - Consciousness and Cognition 21 (1):476-486.
    The study aims to help characterize the sort of structures about which people can acquire unconscious knowledge. It is already well established that people can implicitly learn n-grams and also repetition patterns. We explore the acquisition of unconscious structural knowledge of symmetry. Chinese Tang poetry uses a specific sort of mirror symmetry, an inversion rule with respect to the tones of characters in successive lines of verse. We show, using artificial poetry to control both n-gram structure and repetition patterns, that (...)
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  • Lost in dissociation: The main paradigms in unconscious cognition.Luis M. Augusto - 2016 - Consciousness and Cognition 42:293-310.
    Contemporary studies in unconscious cognition are essentially founded on dissociation, i.e., on how it dissociates with respect to conscious mental processes and representations. This is claimed to be in so many and diverse ways that one is often lost in dissociation. In order to reduce this state of confusion we here carry out two major tasks: based on the central distinction between cognitive processes and representations, we identify and isolate the main dissociation paradigms; we then critically analyze their key tenets (...)
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  • Unconscious structural knowledge of form–meaning connections.Weiwen Chen, Xiuyan Guo, Jinghua Tang, Lei Zhu, Zhiliang Yang & Zoltan Dienes - 2011 - Consciousness and Cognition 20 (4):1751-1760.
    We investigated the implicit learning of a linguistically relevant variable in a natural language context . Trial by trial subjective measures indicated that exposure to a form–animacy regularity led to unconscious knowledge of that regularity. Under the same conditions, people did not learn about another form–meaning regularity when a linguistically arbitrary variable was used instead of animacy . Implicit learning is constrained to acquire unconscious knowledge about features with high prior probabilities of being relevant in that domain.
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  • Development of Different Forms of Skill Learning Throughout the Lifespan.Ágnes Lukács & Ferenc Kemény - 2015 - Cognitive Science 39 (2):383-404.
    The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning . Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been tested by systematic empirical studies on the developmental pathways of SL from childhood to old age. In this paper, we challenge the view that childhood (...)
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  • Mapping across Domains Without Feedback: A Neural Network Model of Transfer of Implicit Knowledge.Zoltán Dienes, Gerry T. M. Altmann & Shi-Ji Gao - 1999 - Cognitive Science 23 (1):53-82.
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  • Implicit preferences: The role(s) of familiarity in the structural mere exposure effect.D. Zizak - 2004 - Consciousness and Cognition 13 (2):336-362.
    In four experiments using an artificial grammar learning procedure, the authors examined the links between the “classic” mere exposure effect [heightened affect for previously encountered stimulus items ] and the “structural” mere exposure effect [greater hedonic appreciation for novel stimuli that conform to an implicitly acquired underlying rule system ]. After learning, participants: classified stimuli according to whether they conformed to the principles of the grammar and, rated them in terms of how much they liked them. In some experiments unusual (...)
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  • (1 other version)Computational models of implicit learning.Axel Cleeremans & Zoltán Dienes - 2008 - In Ron Sun (ed.), The Cambridge handbook of computational psychology. New York: Cambridge University Press. pp. 396--421.
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  • The rules versus similarity distinction.Emmanuel M. Pothos - 2005 - Behavioral and Brain Sciences 28 (1):1-14.
    The distinction between rules and similarity is central to our understanding of much of cognitive psychology. Two aspects of existing research have motivated the present work. First, in different cognitive psychology areas we typically see different conceptions of rules and similarity; for example, rules in language appear to be of a different kind compared to rules in categorization. Second, rules processes are typically modeled as separate from similarity ones; for example, in a learning experiment, rules and similarity influences would be (...)
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  • Connecting Conscious and Unconscious Processing.Axel Cleeremans - 2014 - Cognitive Science 38 (6):1286-1315.
    Consciousness remains a mystery—“a phenomenon that people do not know how to think about—yet” (Dennett, , p. 21). Here, I consider how the connectionist perspective on information processing may help us progress toward the goal of understanding the computational principles through which conscious and unconscious processing differ. I begin by delineating the conceptual challenges associated with classical approaches to cognition insofar as understanding unconscious information processing is concerned, and to highlight several contrasting computational principles that are constitutive of the connectionist (...)
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  • Unconscious representations 1: Belying the traditional model of human cognition.Luis M. Augusto - 2013 - Axiomathes 23 (4):1-19.
    The traditional model of human cognition (TMHC) postulates an ontological and/or structural gap between conscious and unconscious mental representations. By and large, it sees higher-level mental processes as commonly conceptual or symbolic in nature and therefore conscious, whereas unconscious, lower-level representations are conceived as non-conceptual or sub-symbolic. However, experimental evidence belies this model, suggesting that higher-level mental processes can be, and often are, carried out in a wholly unconscious way and/or without conceptual representations, and that these can be processed unconsciously. (...)
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  • Measuring strategic control in artificial grammar learning.Elisabeth Norman, Mark C. Price & Emma Jones - 2011 - Consciousness and Cognition 20 (4):1920-1929.
    In response to concerns with existing procedures for measuring strategic control over implicit knowledge in artificial grammar learning , we introduce a more stringent measurement procedure. After two separate training blocks which each consisted of letter strings derived from a different grammar, participants either judged the grammaticality of novel letter strings with respect to only one of these two grammars , or had the target grammar varying randomly from trial to trial which required a higher degree of conscious flexible control. (...)
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  • Conscious and unconscious thought in artificial grammar learning.Andy David Mealor & Zoltan Dienes - 2012 - Consciousness and Cognition 21 (2):865-874.
    Unconscious Thought Theory posits that a period of distraction after information acquisition leads to unconscious processing which enhances decision making relative to conscious deliberation or immediate choice . Support thus far has been mixed. In the present study, artificial grammar learning was used in order to produce measurable amounts of conscious and unconscious knowledge. Intermediate phases were introduced between training and testing. Participants engaged in conscious deliberation of grammar rules, were distracted for the same period of time, or progressed immediately (...)
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  • No-loss gambling shows the speed of the unconscious.Andy Mealor & Zoltan Dienes - 2012 - Consciousness and Cognition 21 (1):228-237.
    This paper investigates the time it takes unconscious vs. conscious knowledge to form by using an improved “no-loss gambling” method to measure awareness of knowing. Subjects could either bet on a transparently random process or on their grammaticality judgment in an artificial grammar learning task. A conflict in the literature is resolved concerning whether unconscious rather than conscious knowledge is especially fast or slow to form. When guessing , accuracy was above chance and RTs were longer than when feeling confident (...)
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  • Artificial syntactic violations activate Broca's region.K. Petersson - 2004 - Cognitive Science 28 (3):383-407.
    In the present study, using event-related functional magnetic resonance imaging, we investigated a group of participants on a grammaticality classification task after they had been exposed to well-formed consonant strings generated from an artificial regular grammar. We used an implicit acquisition paradigm in which the participants were exposed to positive examples. The objective of this studywas to investigate whether brain regions related to language processing overlap with the brain regions activated by the grammaticality classification task used in the present study. (...)
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  • A multinomial modeling approach to dissociate different components of the truth effect.Christian Unkelbach & Christoph Stahl - 2009 - Consciousness and Cognition 18 (1):22-38.
    The subjective impression that statements are true increases when statements are presented repeatedly. There are two sources for this truth effect: An increase in validity based on recollection and increase in processing fluency due to repeated exposure . Using multinomial processing trees , we present a comprehensive model of the truth effect. Furthermore, we show that whilst the increase in processing fluency is indeed automatic, the interpretation and use of that experience is not. Experiment 1 demonstrates the standard use of (...)
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  • What Complexity Differences Reveal About Domains in Language.Jeffrey Heinz & William Idsardi - 2013 - Topics in Cognitive Science 5 (1):111-131.
    An important distinction between phonology and syntax has been overlooked. All phonological patterns belong to the regular region of the Chomsky Hierarchy, but not all syntactic patterns do. We argue that the hypothesis that humans employ distinct learning mechanisms for phonology and syntax currently offers the best explanation for this difference.
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