On the relationship between implicit and explicit modes in the learning of a complex rule structure.
Journal of Experimental Psychology: Human Learning and Memory, 1980•psycnet.apa.org
Two experiments with 91 undergraduates explored further the relationship between implicit
(unconscious) and explicit (conscious) processes in the acquisition of complex knowledge.
In Exp I, instructional set interacted with the extent to which the rule structure of the letter
strings from a synthetic language was made salient in the stimulus array. In Exp II, explicit
training had different effects depending on when during learning it was introduced. Results
are discussed in terms of the complex, interactive roles that these 2 modes of apprehension …
(unconscious) and explicit (conscious) processes in the acquisition of complex knowledge.
In Exp I, instructional set interacted with the extent to which the rule structure of the letter
strings from a synthetic language was made salient in the stimulus array. In Exp II, explicit
training had different effects depending on when during learning it was introduced. Results
are discussed in terms of the complex, interactive roles that these 2 modes of apprehension …
Abstract
Two experiments with 91 undergraduates explored further the relationship between implicit (unconscious) and explicit (conscious) processes in the acquisition of complex knowledge. In Exp I, instructional set interacted with the extent to which the rule structure of the letter strings from a synthetic language was made salient in the stimulus array. In Exp II, explicit training had different effects depending on when during learning it was introduced. Results are discussed in terms of the complex, interactive roles that these 2 modes of apprehension have on acquisition of richly structured stimulus domains.(14 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)
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