First- and third-person approaches in implicit learning research

To appear in P. Rebuschat (Ed.). Implicit and Explicit Learning of Languages. John Benjamins.

Psychonomic Bulletin & Review, 1997

Areas of agreement and disagreement regarding knowledge representation and consciousness within implicit learning research are reviewed. It is argued that further progress in the field requires more precise definitions of abstract and episodic knowledge, and of conscious and unconscious forms of cognition. In particular, we argue that implicit learning research should be informed by more general theories of memory and performance, and that concepts such as consciousness are unlikely to act as explanatory constructs within this approach.

2015

iii Chapter One: Overview 1 Chapter Two: Introduction to Implicit Learning 3 What is Implicit Learning? 4 Operationalizing Implicit Learning: The Tasks 17 Chapter Three: Implicit Learning and Education 24 The Representation of Procedural Memory 24 Procedural Knowledge and Conceptual Knowledge in Education Research 26 Relevance to Education 32 Chapter Four: Developmental Differences in Implicit Llearning 40 Background 40 Methods 47 Results 54 Discussion 56 Chapter Five: Individual Differences in Implicit Learning 62 Background 63 Methods 69 Results 78 Discussion 90 Chapter Six: Conclusion and Directions for Future Study 97 Appendix 1: Tables and Figures 104 Tables 104 Figures 127 References 132 Vita 150

Proceedings of the CogSci2005-27th Annual …, 2005

2015

This chapter is about the wide variety of priming encountered in cognitive and social psychology. In cognitive psychology, the priming paradigm is mainly used to study memory phenomena or the preactivation of concepts and motor reactions by related stimuli. In social psychology, the term priming is used for a broader range of phenomena in which an event triggers a subsequent behavior. In the present chapter, some definitions of priming and the origin of the term's use in psychology are presented. Then, the chapter examines different types and variants of priming as well as their features and principal elements, using seven organizing principles. After this methodical and empirical classification, some important theories of response priming, semantic priming, affective/evaluative priming, Negative Priming, and macro-level priming are summarized. Last but not least, some general questions and problems in priming research are outlined and a brief outlook is given.

Collection de L’Académie Européenne de Médecine de Réadaptation, 2010

Japanese Psychological Research

The present review analyzes experimental research on implicit learning using linguistic stimuli, and proposes five key procedures of a framework for empirical studies of implicit learning. Our review begins with a brief overview of the current state of research on implicit learning, and then presents the procedures in detail: 1) choosing theoretical assumptions from psychology; 2) designing stimuli; 3) exposing subjects to information; 4) testing implicit learning; and 5) measuring subjects' state of awareness. This framework is intended to assist researchers in designing experiments on implicit learning both more comprehensively and with fewer flaws.

The Routledge Handbook of Second Language Acquisition and Individual Differences, 2022

Acknowledgements: This project was supported by Project Implicit, Inc. Nosek is an officer and Hawkins is a consultant of Project Implicit, a non-profit organization that includes in its mission "To develop and deliver methods for investigating and applying phenomena of implicit social cognition, including especially phenomena of implicit bias based on age, race, gender or other factors."