In this review, we consider three possible criteria by which knowledge might be regarded as
implicit or inaccessible: It might be implicit only in the sense that it is difficult to articulate …

This paper discusses some possibilities and limitations of laboratory research methods for
testing theories of second language acquisition. The paper includes a review of 20 …

Two experiments investigated the performance of first-grade children and adults on an
incidental language-learning task. Learning entailed word segmentation from continuous …

The phenomenon ofconsciousness' is intrinsically related to one's awareness of one's self,
of time, and of the physical world. What, then, can be learned about consciousness from …

A comprehensive model of work-based learning is illustrated combining explicit and tacit
forms of knowing and theory and practice modes of learning at both individual and collective …

This study qualitatively and quantitatively addressed the role of awareness in relation to
Schmidt's noticing hypothesis in second language acquisition (1990, 1993, 1994, 1995). It …

Abstract 3 experiments examined serial pattern learning in younger and older adults. Unlike
the usual repeating pattern, the sequences alternated between events from a repeating …

Theories on the role of consciousness and the enhancement of noticing (Schmidt, 1990,
1994; Sharwood Smith, 1993) predict a facilitative effect of explicit knowledge, as built up by …

This study examines evidence for the claims of Krashen (1981, 1985) and Reber (1989,
1993; Reber, Walkenfield & Hernstadt, 1991) that unconscious learning under Implicit and …

This volume presents a theoretical framework for understanding consciousness and
learning. Drawing on work in cognitive psychology and philosophy, this framework begins …