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Implicit cognition : empirical and theoretical approachesCroudace, Tim January 1995 (has links)
No description available.
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Aspects of generalisationPothos, Emmanuel M. January 1998 (has links)
No description available.
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Metacognitive measures of implicit knowledgeTwyman, Matthew Shaun January 2001 (has links)
No description available.
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Implicit learning : number rules and invariant featuresCock, Josephine Judy January 1996 (has links)
No description available.
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Structural versus processing accounts of implicit learningJohnstone, Theresa January 1999 (has links)
No description available.
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Developmental dyslexia and implicit learning in childhood : evidence using the artificial grammar learning paradigmPavlidou, Elpis V. January 2010 (has links)
This thesis explores implicit learning in children with developmental dyslexia. While specific cognitive abilities such as phonology and memory have been extensively explored in developmental dyslexia more global, fundamental abilities are rarely studied. A literature review is reported, which indicates that there is a gap in the study of more generic abilities highlighting at the same time, the need of investigating developmental dyslexia in the kind of contemporary context that learning literature provides. Implicit learning seems a suitable paradigm case to explore global abilities in developmental dyslexia since there have been suggestions that learning becomes more implicit in nature after explicit instruction. Based on the proposed relationship between implicit learning and reading, it is argued that impairments in the mechanisms of implicit learning could mediate selective weaknesses in reading performance in developmental dyslexia. The present thesis tests this argument in a series of three studies that are composed of five linked experiments. Together the three studies reported in the present thesis provide evidence for the implicit learning abilities in children with and without developmental dyslexia. The results suggest that while implicit learning abilities are found intact in typically developing children, children with developmental dyslexia on the other hand, might be facing an implicit learning deficit that could affect their reading performance and inhibit them from reaching their full learning potential.
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The Implicit Artificial Grammar Task: Preliminary Evaluation of its Potential for Detection of Noncredible Effort/MalingeringReese, Caitlin S. 24 September 2014 (has links)
No description available.
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Are there Deleterious Effects of Accuracy Motivation and Reward on Intuitive Performance?Pinegar, Shannon K. January 2014 (has links)
No description available.
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Analytical Thinking Mind-sets Undermine Intuitive ProcessingPinegar, Shannon K. 26 July 2011 (has links)
No description available.
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The Role of Language-Specific Phonology: Tracking Linguistic Variables in Khalkha MongolianLaCross, Amy Beth January 2011 (has links)
Previous research on speakers' abilities to track non-adjacent dependencies (e.g., vowels or consonants that co-occur across syllables) in artificial grammar learning (AGL) tasks has shown that the acquisition of these patterns is extremely difficult (e.g. Newport&Aslin 2004; Gómez 2002; Bonatti, PenÞa, Nespor&Mehler 2005). One assumption made in this literature is that all speakers of all languages should be capable of tracking these patterns even when the native language of those speakers contains no such non-adjacent dependencies. This dissertation questions this assumption by testing whether native Khalkha Mongolian speakers attend to and track the frequency of vowel patterns and harmonic class size in their language. It also tests their ability to acquire non-adjacent vocalic dependencies in AGL tasks.Because Khalkha displays [ATR] vowel harmony (Svantesson, Tsendina, Karlsson&Franzén 2005) which restricts vowel co-occurrences, it was hypothesized that Khalkha speakers are biased towards attending to the frequency and form with which these vowel patterns occur. The results of three experiments indicated that Khalkha speakers both attend to and track the frequency with which vowel patterns occur. These results also indicate that Khalkha speakers build abstract categories based on the relative token numbers of [+ATR] and [-ATR]harmonic spans.Khalkha speakers were further tested in three experiments which focused on speakers' ability to acquire novel non-adjacent vocalic dependencies in AGL tasks. The results indicated that participants successfully acquired vocalic dependencies (both harmonic and disharmonic) in all three experiments. These results indicate that Khalkha speakers' attention is biased towards vowels, regardless of harmonic status of the item.Collectively, these results highlight the role of language-specific phonology in the ways that speakers abstract and utilize phonological information. The special status of harmonic vowel patterns and harmonic class size are new variables with which to conduct future research on vowel harmonic languages and with vowel harmonic language speakers. The effects of language-specific phonology on speech perception and lexical access must be considered a crucial aspect in future psycholinguistic research, particularly in regards to the aspects of language toward which speakers attend.
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