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A time-series analysis of implicit l...

The University of Mississippi., Psychology, Experimental.

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A time-series analysis of implicit learning and tacit knowledge and the heuristic value of methods used to substantiate the cognitive unconscious.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A time-series analysis of implicit learning and tacit knowledge and the heuristic value of methods used to substantiate the cognitive unconscious./
Author:	Streeter, Kurt D.
Description:	90 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: B.
Contained By:	Dissertation Abstracts International75-11B(E).
Subject:	Psychology, Cognitive. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3628596
ISBN:	9781321047219

A time-series analysis of implicit learning and tacit knowledge and the heuristic value of methods used to substantiate the cognitive unconscious.
Streeter, Kurt D.

A time-series analysis of implicit learning and tacit knowledge and the heuristic value of methods used to substantiate the cognitive unconscious. - 90 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: B.

Thesis (Ph.D.)--The University of Mississippi, 2014.

Two central topics of debate persist in the field of implicit learning (IL): (1) whether learning and the subsequent knowledge acquired during artificial grammar learning (AGL) tasks are best characterized as conscious or unconscious, (2) whether the acquired knowledge is bound more to physical characteristics of the stimuli or is more abstract in nature. Participants in this study received extensive training with nonsense letter strings (e.g., VJTVXJ). All strings were seemingly random, but some contained a pattern that could be detected. Results indicated that chunks of information made available in the letter strings were accessible to passive and active learning mechanisms, which led to the development of abstract knowledge that can best be characterized as intuition. The experimental design was such as to encourage either conscious or unconscious knowledge. Subjective measures and post-tests were used to distinguish the difference. All corresponded well, providing evidence of their validity and of their heuristic value for establishing evidence of unconscious cognitive processes.

ISBN: 9781321047219Subjects--Topical Terms:

1017810
Psychology, Cognitive.

A time-series analysis of implicit learning and tacit knowledge and the heuristic value of methods used to substantiate the cognitive unconscious.
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100 1 $a Streeter, Kurt D. $3 2100049
245 1 2 $a A time-series analysis of implicit learning and tacit knowledge and the heuristic value of methods used to substantiate the cognitive unconscious.
300 $a 90 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: B.
500 $a Adviser: Nicolaas Prins.
502 $a Thesis (Ph.D.)--The University of Mississippi, 2014.
520 $a Two central topics of debate persist in the field of implicit learning (IL): (1) whether learning and the subsequent knowledge acquired during artificial grammar learning (AGL) tasks are best characterized as conscious or unconscious, (2) whether the acquired knowledge is bound more to physical characteristics of the stimuli or is more abstract in nature. Participants in this study received extensive training with nonsense letter strings (e.g., VJTVXJ). All strings were seemingly random, but some contained a pattern that could be detected. Results indicated that chunks of information made available in the letter strings were accessible to passive and active learning mechanisms, which led to the development of abstract knowledge that can best be characterized as intuition. The experimental design was such as to encourage either conscious or unconscious knowledge. Subjective measures and post-tests were used to distinguish the difference. All corresponded well, providing evidence of their validity and of their heuristic value for establishing evidence of unconscious cognitive processes.
590 $a School code: 0131.
650 4 $a Psychology, Cognitive. $3 1017810
650 4 $a Psychology, Psychobiology. $3 1017821
690 $a 0633
690 $a 0349
710 2 $a The University of Mississippi. $b Psychology, Experimental. $3 2100050
773 0 $t Dissertation Abstracts International $g 75-11B(E).
790 $a 0131
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3628596