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Introductory remarks

Arthur S. Reber

in Implicit Learning and Tacit Knowledge: An Essay on the Cognitive Unconscious

Published in print:
1996
Published Online:
January 2008
ISBN:
9780195106589
eISBN:
9780199871698
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195106589.003.0001
Subject:
Psychology, Cognitive Psychology

This introductory chapter provides an overall introduction to the issue of unconscious cognitive functions. It reviews the literature on a host of topics that are intimately related to the core issue ... More


Kinds of Representation: Seeing and Thinking

Jean Matter Mandler

in Foundations of Mind: Origins of Conceptual Thought

Published in print:
2007
Published Online:
September 2007
ISBN:
9780195311839
eISBN:
9780199786770
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195311839.003.0003
Subject:
Psychology, Developmental Psychology

On e of the main theories of this book is that perception and conception differ in content, representational format, and methods of processing. This chapter focuses on the differences in ... More


Implicit learning from an information processing standpoint

Mark F. St. John and David R. Shanks

in How Implicit Is Implicit Learning?

Published in print:
1997
Published Online:
March 2012
ISBN:
9780198523512
eISBN:
9780191688928
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780198523512.003.0007
Subject:
Psychology, Cognitive Psychology

This chapter begins by arguing that implicit learning is not an unconscious process, and that learning is about storing instances in a superpositional memory system. It argues that earlier methods of ... More


Concluding note: How implicit is implicit learning?

Dianne C. Berry

in How Implicit Is Implicit Learning?

Published in print:
1997
Published Online:
March 2012
ISBN:
9780198523512
eISBN:
9780191688928
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780198523512.003.0009
Subject:
Psychology, Cognitive Psychology

This chapter returns to the question of ‘how implicit is implicit learning?’ It asks whether, having read the preceding chapters, people still think there are sufficient grounds for distinguishing ... More


Research Implications for Vocabulary Teaching

Brigitta Dóczi and Judit Kormos

in Longitudinal Developments in Vocabulary Knowledge and Lexical Organization

Published in print:
2016
Published Online:
December 2015
ISBN:
9780190210274
eISBN:
9780190210298
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780190210274.003.0008
Subject:
Linguistics, Applied Linguistics and Pedagogy, Psycholinguistics / Neurolinguistics / Cognitive Linguistics

In order to bridge the gap between theory and practice and provide a model for practicing language teachers, this chapter addresses the most relevant aspects of vocabulary teaching by reviewing the ... More


Implicit versus Deliberate Control and Its Implications for Awareness

Chris Blais

in Effortless Attention: A New Perspective in the Cognitive Science of Attention and Action

Published in print:
2010
Published Online:
August 2013
ISBN:
9780262013840
eISBN:
9780262269438
Item type:
chapter
Publisher:
The MIT Press
DOI:
10.7551/mitpress/9780262013840.003.0007
Subject:
Psychology, Cognitive Psychology

This chapter, which examines the concepts of implicit and deliberate control and their implications for awareness, shows that the effect considered, being associated with strategic control, is more ... More


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