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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

An examination of the processes underlying implicit learning

Newell, Ben, Psychology, Faculty of Science, UNSW January 2000 (has links)
This thesis examined the processes underlying implicit learning. Six candidate components thought to be involved in implicit learning were identified: task demands, affordances of experimental materials, subjects????? intentions, content of knowledge, form of representation and awareness. A series of 15 experiments are reported that investigated the learning in the invariant digit, invariant clocks, and the artificial grammar task in an attempt to determine the role of these six components. The empirical findings were interpreted as supporting the view that learning under implicit task conditions: i) is interactive and not passive, ii) does not result in the acquisition of a default representation of knowledge, but that any structure remains latent within an experience until appropriate retrieval cues are provided at test, and iii) does not proceed ?????outside????? awareness but that the lack of insight that often accompanies learning is due to poor understanding about the basis of performance. A framework was proposed that demonstrated how this pattern of objective performance and subjective experience arises, through the interaction of the candidate components. This framework is more consistent with a process-oriented view (e.g. Whittlesea & Wright, 1997) than a separate systems account of implicit learning (e.g. Reber, 1989).
2

An examination of the processes underlying implicit learning

Newell, Ben, Psychology, Faculty of Science, UNSW January 2000 (has links)
This thesis examined the processes underlying implicit learning. Six candidate components thought to be involved in implicit learning were identified: task demands, affordances of experimental materials, subjects????? intentions, content of knowledge, form of representation and awareness. A series of 15 experiments are reported that investigated the learning in the invariant digit, invariant clocks, and the artificial grammar task in an attempt to determine the role of these six components. The empirical findings were interpreted as supporting the view that learning under implicit task conditions: i) is interactive and not passive, ii) does not result in the acquisition of a default representation of knowledge, but that any structure remains latent within an experience until appropriate retrieval cues are provided at test, and iii) does not proceed ?????outside????? awareness but that the lack of insight that often accompanies learning is due to poor understanding about the basis of performance. A framework was proposed that demonstrated how this pattern of objective performance and subjective experience arises, through the interaction of the candidate components. This framework is more consistent with a process-oriented view (e.g. Whittlesea & Wright, 1997) than a separate systems account of implicit learning (e.g. Reber, 1989).
3

An examination of the processes underlying implicit learning /

Newell, Ben January 2000 (has links)
Thesis (Ph. D.)--University of New South Wales, 2000. / Also available online.
4

Mechanisms and constraints underlying implicit sequence learning

Gureckis, Todd Matthew 28 August 2008 (has links)
Not available / text
5

Implicit theories of intelligence among gifted children

Tang, Yuet-ho, Maysie January 1998 (has links)
published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences
6

Implicit and explicit learning in Chinese dyslexic children

區佩琪, Au, Pui-ki. January 2006 (has links)
published_or_final_version / abstract / Educational Psychology / Master / Master of Social Sciences
7

Mechanisms and constraints underlying implicit sequence learning

Gureckis, Todd Matthew, Love, Bradley C., January 2005 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Bradley C. Love. Vita. Includes bibliographical references.
8

Implicit and explicit learning in Chinese dyslexic children

Au, Pui-ki. January 2006 (has links)
Thesis (M.Soc.Sc.)--University of Hong Kong, 2006. / Title from title page (viewed Apr. 19, 2007) Includes bibliographical references (p. 37-41)
9

An experimental study of individual differences in intuition : preference and process

Woolhouse, Leanne January 1996 (has links)
This research investigated two aspects of intuition: preference and process. The underlying basis of preference for intuition defined by Jung in his theory of psychological types and measured by the sensing-intuition (SN) scale of the Myers- Briggs Type Indicator was explored in two areas: performance on ability tests and individual differences in use of intuition. Process of intuition is defined as the use of unconscious associations to guide decision making. A thinking aloud protocol technique was used to investigate differences in strategy between sensing and intuitive types on two ability tests. Test instructions and conditions were varied to investigate whether preference or ability underlies this difference. Results indicated that the SN difference is best characterised as a focus on different types of information - concrete reality vs. looking beyond reality to patterns, connections and possibilities. The finding that sensing types could modify their style suggested that this is due to a personality preference that can be overridden rather than an underlying ability difference. The nature of the SN difference was further explored by examining the differences predicted by type theory between the types in the use of intuition. This prediction contrasts with some process theories of intuition which expect few or no individual differences. Results indicated that intuitive types were more accurate and more likely to choose to use intuition than sensing types. Results suggested that preference for different types of information led to use of different strategies on the tasks. Intuitive types tended to focus on feelings of familiarity, which resulted in their accessing intuition in the form of unconsciously learnt associations. Sensing types preferred to focus on concrete information such as conscious memory of prior experience. The research has made contributions by evaluating the theory of psychological types, validating the sensing-intuition scale, and also by demonstrating the existence of individual differences in certain measures of intuition.
10

Would students' causal attributions and implicit theories of intelligence be mediated by teachers' feedback on their performance

Siu, Mei-ling, Jacqueline January 2000 (has links)
published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

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