Regular ArticleAbstractionist and Processing Accounts of Implicit Learning☆
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A comparison of the impact of digital games eliciting explicit and implicit learning processes in preschoolers
2022, International Journal of Child-Computer InteractionCitation Excerpt :Finally, one further explanation might account for the significant differences observed between the frequencies with which children are exposed to the associations to be learned in implicit and explicit games. Frequency-based learning effects are generally observed in both explicit and implicit learning conditions (for language learning, see, e.g., Hamrick & Rebuschat, 2014; Kidd, Lieven, & Tomasello, 2006; for a frequency-based account of implicit learning, see, e.g., Johnstone & Shanks, 2001; Perruchet, 2008). A large body of research has shown that associative mechanisms cause high-frequency patterns, whether auditory or visual, to be learned better than low-frequency ones in both children and adults (e.g., Fiser & Aslin, 2001; Lieven, 2010; Perruchet & Pacteau, 1990; Saffran, 2003).
Implicit sequence learning of chunking and abstract structures
2018, Consciousness and CognitionCitation Excerpt :Nonetheless, in the Experiments 2 and 3 of Dominey et al. (1998), participants in the implicit learning condition also showed significant or marginally significant learning effects of the abstract structures, although it was argued that this abstract learning effect was due to single-item recency effects. Other researchers have also argued that abstract knowledge can be acquired only in explicit learning conditions (Boyer, Destrebecqz, & Cleeremans, 2005; Channon et al., 2002; Cleeremans & Destrebecqz, 2005; Johnstonem & Shanks, 2001). Fu, et al. (2008) adopted two second-order conditional (SOC) sequences (SOC1 = 3-4-2-3-1-2-1-4-3-2-4-1; SOC2 = 3-4-1-2-4-3-1-4-2-1-3-2) in the training phase, in which one SOC sequence is the training sequence and its triplets occurred with a large probability and the other SOC sequence is the transfer sequence and its triplets occurred with a small probability.
Frequency and working memory effects in incidental learning of a complex agreement pattern
2018, LinguaCitation Excerpt :The subsequent section outlines the importance of the frequency factor in incidental learning and reviews the experimental literature on the role of frequency in grammatical knowledge acquisition. Frequency constitutes the nucleus of implicit learning, as implicit learning is understood as a process of tracking the frequencies of the items co-occurring in the input and storing them in memory (Johnstone and Shanks, 2001; Knowlton and Squire, 1996; Knowlton et al., 1992; Perruchet and Pacteau, 1990). Many theoretical models – such as the usage-based approach to grammar (Bybee, 1998; Goldberg, 2006; Langacker, 1987) and connectionist models of language learning and processing (Christiansen and Chater, 1999; Elman, 1991; MacWhinney, 1998) – credit frequency with a fundamental role in learning.
The effect of subjective awareness measures on performance in artificial grammar learning task
2018, Consciousness and CognitionConcept Learning and Representation: Models
2015, International Encyclopedia of the Social & Behavioral Sciences: Second EditionLearning to like it: Aesthetic perception of bodies, movements and choreographic structure
2013, Consciousness and Cognition
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Theresa Johnstone and David R. Shanks, Department of Psychology, University College London, England. This research was supported by United Kingdom Medical Research Council Research Studentship G78/4925 and by a grant from the United Kingdom Economic and Social Research Council (ESRC). The work is part of the program of the ESRC Centre for Economic Learning and Social Evolution, University College London. We thank Shelley Channon, Axel Cleeremans, Zoltán Dienes, Koen Lamberts, Mark St. John, Richard Tunney, and Bruce Whittlesea for their helpful comments on this work.
Address correspondence and reprint requests to David Shanks, Department of Psychology, University College London, Gower Street, London WC1E 6BT, England. E-mail: [email protected].