Implicit learning: News from the front

Trends in Cognitive Sciences

Volumn 2, Issue 10, 1998, Pages 406-416

  Cleeremans, Axel ^a   Destrebecqz, Arnaud ^a   Boyer, Maud ^a  

^a UNIVERSITÉ LIBRE DE BRUXELLES   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

ATTENTION; AWARENESS; BRAIN FUNCTION; BRAIN MAPPING; INFORMATION PROCESSING; LANGUAGE ABILITY; LEARNING; NEUROPSYCHOLOGICAL TEST; ORIENTATION; REVIEW;

EID: 0031703812     PISSN: 13646613     EISSN: None     Source Type: Journal    
DOI: 10.1016/S1364-6613(98)01232-7     Document Type: Review

References (75)

1. Berry, D.C. (1997) How Implicit is Implicit Learning?, Oxford University Press.
2. Cleeremans, A. and Content, A., eds (1997) Current directions in implicit learning (Special issue) Psychologica Belgica 37, 1-131.
3. Dienes Z., Berry D.C. Implicit learning: below the subjective threshold. Psychonomic Bull. Rev. 4:1997;3-23.
4. Perruchet P., Vinter A., Gallego J. Implicit learning shapes new conscious percepts and representations. Psychonomic Bull. Rev. 4:1997;43-48.
5. Seger C.A. Implicit Learning. Psychol. Bull. 115:1994;163-196.
6. Shanks D.R., St John M.F. Characteristics of dissociable human learning systems. Behav. Brain Sci. 17:1994;367-447.
7. Stadler, M.A. and Frensch, P.A. (1998) Handbook of Implicit Learning, Sage Publications.
8. Whittlesea B.W.A., Dorken M.D. Implicit learning: indirect, not unconscious. Psychonomic Bull. Rev. 4:1997;63-67.
9. Berry, D.C. and Dienes, Z. (1993) Implicit Learning: Theoretical and Empirical Issues, Erlbaum.
10. Nisbett R.E., Wilson T.D. Telling more than we can do: verbal reports on mental processes. Psychol. Rev. 84:1977;231-259.
11. Frensch, P.A. (1998) One concept, multiple meanings: on how to define the concept of implicit learning, in Handbook of Implicit Learning (Stadler, M.A. and Frensch, P.A., eds.), pp. 47-104, Sage Publications.
12. Reber A.S. Implicit learning of artificial grammars. J. Verbal Learn. Verbal Behav. 6:1967;855-863.
13. Berry D.C., Broadbent D.E. On the relationship between task performance and associated verbalizable knowledge. Q. J. Exp. Psychol. 39:1984;585-609.
14. Nissen M.J., Bullemer P. Attentional requirement of learning: evidence from performance measures. Cognit. Psychol. 19:1987;1-32.
15. Shanks, D.R., Green, R.E.A. and Kolodny, J.A. (1994) A critical examination of the evidence for unconscious (implicit) learning, in Attention and Performance (Vol. 15) (Umiltà, C. and Moscovitch, M., eds), pp. 837-860, MIT Press.
16. Bright J.E.H., Burton A.M. Past midnight: semantic processing in an implicit learning task. Q. J. Exp. Psychol. Ser. A. 47:1994;71-89.
17. Ellis H.D., Ellis D.M., Hosie J.A. Priming effects in children's face recognition. Br. J. Psychol. 84:1993;101-110.
18. Michas I., Berry D.C. Implicit and explicit processes in a second language learning task. Eur. J. Cognit. Psychol. 6:1994;357-381.
19. Cheesman J., Merikle P.M. Priming with and without awareness. Percept. Psychophys. 36:1984;387-395.
20. Schacter D.L. Implicit memory: history and current status. J. Exp. Psychol. Learn. Mem. Cognit. 13:1987;501-518.
21. Loftus E.F., Klinger M.R. Is the unconscious smart or dumb? Am. Psychol. 47:1992;761-765.
22. Brooks, L.R. (1978) Non-analytic concept formation and memory for instances, in Cognition and Concepts (Rosch, E. and Lloyd, B., eds), pp. 16-211, Erlbaum.
23. Cleeremans, A. (1993) Mechanisms of Implicit Learning: Connectionist Models of Sequence Processing, MIT Press.
24. Perruchet P., Gallego J., Savy I. A critical reappraisal of the evidence for unconscious abstraction of deterministic rules in complex experimental situations. Cognit. Psychol. 22:1990;493-516.
25. Perruchet P., Pacteau C. Synthetic grammar learning: implicit rule abstraction or explicit fragmentary knowledge? J. Exp. Psychol. Gen. 119:1990;264-275.
26. Redington M., Chater N. Transfer in artificial grammar learning: a reevaluation. J. Exp. Psychol. Gen. 125:1996;123-138.
27. Neal A., Hesketh B. Episodic knowledge and implicit learning. Psychonomic Bull. Rev. 4:1997;24-37.
28. Perruchet, P. and Vinter, A. (1998) Learning and development: the implicit knowledge assumption reconsidered, in Handbook of Implicit Learning (Stadler, M.A. and Frensch, P.A., eds), pp. 495-531, Sage Publications.
29. Mathews R.C.et al. Role of implicit and explicit process in learning from examples: a synergistic effect. J. Exp. Psychol. Learn. Mem. Cognit. 15:1989;1083-1100.
30. Dienes Z., Broadbent D.E., Berry D.C. Implicit and explicit knowledge bases in artificial grammar learning. J. Exp. Psychol. Learn. Mem. Cognit. 17:1991;875-887.
31. Lewicki P., Czysewska M., Hoffman H. Unconscious acquisition of complex procedural knowledge. J. Exp. Psychol. Learn. Mem. Cognit. 13:1987;523-530.
32. Lewicki P., Hill T., Bizot E. Acquisition of procedural knowledge about a pattern of stimuli that cannot be articulated. Cognit. Psychol. 20:1988;24-37.
33. Stadler M.A. On learning complex procedural knowledge. J. Exp. Psychol. Learn. Mem. Cognit. 15:1989;1061-1069.
34. Willingham D.B., Nissen M.J., Bullemer P. On the development of procedural knowledge. J. Exp. Psychol. Learn. Mem. Cognit. 15:1989;1047-1060.
35. Servan-Schreiber E., Anderson J.R. Learning artificial grammar with competitive chunking. J. Exp. Psychol. Learn. Mem. Cognit. 16:1990;592-608.
36. Jiménez L., Méndez C., Cleeremans A. Comparing direct and indirect measures of sequences learning. J. Exp. Psychol. Learn. Mem. Cognit. 22:1996;948-969.
37. Jiménez L. Implicit learning: conceptual and methodological issues. Psychologica Belgica. 37:1997;9-28.
38. Reed J., Johnson P. Assessing implicit learning with indirect tests: determining what is learned about sequence structure. J. Exp. Psychol. Learn. Mem. Cognit. 20:1994;585-594.
39. Dulany D.E., Carlson R.A., Dewey G.I. A case of syntactical learning and judgment: how conscious and how abstract? J. Exp. Psychol. Gen. 113:1984;541-555.
40. Perruchet P., Amorim M.A. Conscious knowledge and changes in performance in sequence learning: evidence against dissociation. J. Exp. Psychol. Learn. Mem. Cognit. 18:1992;785-800.
41. Willingham D.B., Greeley T., Bardone A.M. Dissociation in a serial response time task using a recognition measure: comment on Perruchet and Amorim (1992). J. Exp. Psychol. Learn. Mem. Cognit. 19:1993;1424-1430.
42. Cleeremans A., McClelland J.L. Learning the structure of event sequences. J. Exp. Psychol. Gen. 120:1991;235-253.
43. Dienes Z.et al. Unconscious knowledge of artificial grammars is applied strategically. J. Exp. Psychol. Learn. Mem. Cognit. 21:1995;1322-1338.
44. Dienes, Z. and Altmann, G.T.M. (1997) Transfer of implicit knowledge across domains: how implicit and how abstract?, in How Implicit is Implicit Learning? (Berry, D.C., ed.), pp. 107-123, Oxford University Press.
45. Shanks, D.R. and Johnstone, T. (1998) Implicit knowledge in sequential learning tasks, in Handbook of Implicit Learning (Stadler, M.A. and Frensch, P.A., eds), pp. 533-572, Sage Publications.
46. Mathews, R.C. and Roussel, L.G. (1997) Abstractness of implicit knowledge: a cognitive evolutionary perspective, in How Implicit is Implicit Learning? (Berry, D.C., ed.), pp. 13-47, Oxford University Press.
47. Stadler M.A., Frensch P.A. Wither learning, wither memory? Behav. Brain Sci. 17:1994;423-424.
48. Frensch P.A., Miner C.S. Effects of presentation rate and individual difference in short-term memory. Mem. Cognit. 22:1994;95-110.
49. Reber A.S., Lewis S. Implicit learning: an analysis of the form and structure of a body of tacit knowledge. Cognition. 114:1977;14-24.
50. Cohen A., Ivry R.I., Keele S.W. Attention and structure in sequence learning. J. Exp. Psychol. Learn. Mem. Cognit. 16:1990;17-30.
51. Shanks D.R., Johnstone T., Staggs L. Abstraction processes in artificial grammar learning. Q. J. Exp. Psychol. 50:1997;216-252.
52. Frensch P.A., Buchner A., Lin J. Implicit learning of unique and ambiguous serial transitions in the presence and absence of a distractor task. J. Exp. Psychol. Learn. Mem. Cognit. 20:1994;567-584.
53. Stadler M.A. Role of attention in implicit learning. J. Exp. Psychol. Learn. Mem. Cognit. 21:1995;674-685.
54. Cleeremans, A. and Jiménez, L. (1998) Implicit sequence learning: the truth is in the details, in Handbook of Implicit Learning (Stadler, M.A. and Frensch, P.A., eds), pp. 323-364, Sage Publications.
55. Jiménez, L. and Méndez, C. Which attention is needed for implicit learning? J. Exp. Psychol. Learn. Mem. Cognit. (in press).
56. Curran T., Keele S.W. Attentional and nonattentional forms of sequence learning. J. Exp. Psychol. Learn. Mem. Cognit. 19:1993;189-202.
57. Hayes N., Broadbent D.E. Two modes of learning for interactive tasks. Cognition. 28:1988;249-276.
58. Dominey P.F. Influences of temporal organization on sequence learning and transfer: comments on Stadler (1995) and Curran and Keele (1993). J. Exp. Psychol. Learn. Mem. Cognit. 24:1998;234-248.
59. Reber A.S. Implicit learning and tacit knowledge. J. Exp. Psychol. Gen. 118:1989;219-235.
60. Reber, A.S. (1993) Implicit Learning and Tacit Knowledge: An Essay on the Cognitive Unconscious, Oxford University Press.
61. Reber A.S. Transfer of syntactic structure in synthetic languages. J. Exp. Psychol. 81:1969;115-119.
62. Altmann G.T.M., Dienes Z., Goode A. Modality independence of implicitly learned grammatical knowledge. J. Exp. Psychol. Learn. Mem. Cognit. 21:1995;899-912.
63. Brooks L.R., Vokey J.R. Abstract analogies and abstracted grammars: comments on Reber (1989) and Mathews et al. (1989). J. Exp. Psychol. Gen. 120:1991;316-323.
64. Vokey J.R., Brooks L.R. Salience of item knowledge in learning artificial grammar. J. Exp. Psychol. Learn. Mem. Cognit. 18:1992;328-344.
65. Knowlton B.J., Squire L.R. The information acquired during artificial grammar learning. J. Exp. Psychol. Learn. Mem. Cognit. 20:1994;79-91.
66. Knowlton B.J., Squire L.R. Artificial grammar learning depends on implicit acquisition of both abstract and exemplar-specific information. J. Exp. Psychol. Learn. Mem. Cognit. 22:1996;169-181.
67. Meulemans T., Van Der Linden M. Associative chunk strength in artificial grammar learning. J. Exp. Psychol. Learn. Mem. Cognit. 23:1997;1007-1028.
68. Gibson F., Fichman M., Plaut D.C. Learning in dynamic decision task: computational models and empirical evidence. Org. Behav. Hum. Decis. Process. 71:1997;1-35.
69. Dienes Z. Connectionist and memory-array models of artificial grammar learning. Cognit. Sci. 16:1992;41-79.
70. Whittlesea B.W.A., Dorken M.D. Incidentally, things in general are particularly determined: an episodic-processing account of implicit learning. J. Exp. Psychol. Gen. 122:1993;227-248.
71. Whittlesea B.W.A., Wright R. Implicit (and explicit) learning: acting adaptively without knowing the consequences. J. Exp. Psychol. Learn. Mem. Cognit. 23:1997;181-200.
72. Barsalou, L.W. (1990) On the indistinguishability of examplar memory and abstraction in category representation, in Content and Process Specificity in the Effects on Prior Experiences (Srull, T.K. and Wyer, R.S., eds), pp. 61-88, Erlbaum.
73. Cleeremans, A. (1997) Principles for implicit learning, in How Implicit is Implicit Learning? (Berry, D.C., ed.), pp. 195-234, Oxford University Press.
74. Dulany, D.E. (1997) Consciousness in the explicit (deliberative) and implicit (evocative), in Scientific Approaches to Consciousness (Cohen, J.D. and Schooler, J.W., eds), pp. 179-212, Erlbaum.
75. Becker S.et al. Long-term semantic priming: a computational account and empirical evidence. J. Exp. Psychol. Learn. Mem. Cognit. 23:1997;1059-1082.