A Time-Series Analysis Of Implicit Learning And Tacit Knowledge And The Heuristic Value Of Methods Used To Substantiate The Cognitive Unconscious

Abstract: 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.

Name thesis:degree_name

Ph.D. in Psychology

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2014

Author dc:creator

• Streeter, Kurt Douglas

Contributors dc:contributor

• Nicolaas Prins
• Donovan Wishon
• Michael Allen

• Implicit Learning
• Process Dissociation Procedure
• Subjective Measures
• Tacit Knowledge
• Unconscious Learning
• Psychology

Repository record dc:identifier

https://egrove.olemiss.edu/etd/1145

OAI identifier oai:identifier

oai:egrove.olemiss.edu:etd-2144