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Challenges conventional wisdom and presents the most up-to-date studies to define, quantify and test the predictions of the main models of implicit learning.
Attention and Implicit Learning provides a comprehensive overview of the research conducted in this area. The book is conceived as a multidisciplinary forum of discussion on the question of whether implicit learning may be depicted as a process that runs independently of attention. The volume also deals with the complementary question of whether implicit learning affects the dynamics of attention, and it addresses these questions from perspectives that range from functional to neuroscientific and computational approaches. The view of implicit learning that arises from these pages is not that of a mysterious faculty, but rather that of an elementary ability of the cognitive systems to extract the structure of their environment as it appears directly through experience, and regardless of any intention to do so. Implicit learning, thus, is taken to be a process that may shape not only our behavior, but also our representations of the world, our attentional functions, and even our conscious experience. (Series B)
Can we learn without knowing we are learning? To what extent is our behavior influenced by things we fail to perceive? What is the relationship between conscious and unconscious cognition? Implicit Learning: 50 Years On tackles these key questions, fifty years after the publication of Arthur Reber’s seminal text. Providing an overview of recent developments in the field, the volume considers questions about the computational foundations of learning, alongside phenomena including conditioning, memory formation and consolidation, associative learning, cognitive development, and language learning. Featuring contributions from international researchers, the book uniquely integrates ‘Western’ thinking on implicit learning with insights from a rich Russian research tradition. This approach offers an excellent opportunity to contrast perspectives, to introduce new experimental paradigms, and to contribute to ongoing debates about the very nature of implicit learning. Implicit Learning: 50 Years On is essential reading for students and researchers of consciousness, specifically those interested in implicit learning.
Can you learn without knowing it? This controversial and much debated question forms the basis of this collection of essays as the authors discuss whether the measurable changes in behaviour that result from learning can ever remain entirely unconscious. Three issues central to the topic of implicit learning are raised. Firstly, the extent to which learning can be unconscious, and therefore implicit, is considered. Secondly, theories are developed regarding the nature of knowledge acquired in implicit learning situations. Finally, the idea that there are two separable independent processing systems in the brain, for implicit and explicit learning, is considered. Implicit Learning and Consciousness challenges conventional wisdom and presents the most up-to-date studies to define, quantify and test the predictions of the main models of implicit learning. The chapters include a variety of research from computer modelling, experimental psychology and neural imaging to the clinical data resulting from work with amnesics. The result is a topical book that provides an overview of the debate on implicit learning, and the various philosophical, psychological and neurological frameworks in which it can be placed. It will be of interest to undergraduates, postgraduates and the philosophical, psychological and modeling research community.
While widely studied, the capacity of the human mind remains largely unexplored. As such, researchers are continually seeking ways to understand the brain, its function, and its impact on human behavior. Exploring Implicit Cognition: Learning, Memory, and Social Cognitive Processes explores research surrounding the ways in which an individual’s unconscious is able to influence and impact that person’s behavior without their awareness. Focusing on topics pertaining to social cognition and the unconscious process, this title is ideal for use by students, researchers, psychologists, and academicians interested in the latest insights into implicit cognition.
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The Handbook of Second Language Acquisition presents an integrated discussion of key, and sometimes controversial, issues in second language acquisition research. Discusses the biological and cognitive underpinnings of SLA, mechanisms, processes, and constraints on SLA, the level of ultimate attainment, research methods, and the status of SLA as a cognitive science. Includes contributions from twenty-seven of the world's leading scholars. Provides an invaluable resource for all students and scholars of human cognition, including those in linguistics, psychology, applied linguistics, ESL, foreign languages, and cognitive science.
Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.
Where do spontaneous thoughts come from? It may be surprising that the seemingly straightforward answers "from the mind" or "from the brain" are in fact an incredibly recent understanding of the origins of spontaneous thought. For nearly all of human history, our thoughts - especially the most sudden, insightful, and important - were almost universally ascribed to divine or other external sources. Only in the past few centuries have we truly taken responsibility for their own mental content, and finally localized thought to the central nervous system - laying the foundations for a protoscience of spontaneous thought. But enormous questions still loom: what, exactly, is spontaneous thought? Why does our brain engage in spontaneous forms of thinking, and when is this most likely to occur? And perhaps the question most interesting and accessible from a scientific perspective: how does the brain generate and evaluate its own spontaneous creations? Spontaneous thought includes our daytime fantasies and mind-wandering; the flashes of insight and inspiration familiar to the artist, scientist, and inventor; and the nighttime visions we call dreams. This Handbook brings together views from neuroscience, psychology, philosophy, phenomenology, history, education, contemplative traditions, and clinical practice to begin to address the ubiquitous but poorly understood mental phenomena that we collectively call 'spontaneous thought.' In studying such an abstruse and seemingly impractical subject, we should remember that our capacity for spontaneity, originality, and creativity defines us as a species - and as individuals. Spontaneous forms of thought enable us to transcend not only the here and now of perceptual experience, but also the bonds of our deliberately-controlled and goal-directed cognition; they allow the space for us to be other than who we are, and for our minds to think beyond the limitations of our current viewpoints and beliefs.