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).

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).

Thesis (Ph. D.)--University of New South Wales, 2000. / Also available online.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / Educational Psychology / Master / Master of Social Sciences

Recent development of implicit measures has enabled researchers to investigate the relation between implicit attitudes and automatic behaviours. Among these measures, the implicit association test (IAT: Greenwald, McGhee Schwartz, 1998) is one of the most widely used measures of implicit attitudes. However, recently, Olson and Fazio (2004) demonstrated that the IAT is contaminated by ???extrapersonal associations??? and suggested that the personalized version of the IAT is less influenced by these associations. In this paper, we demonstrated that the extrapersonal associations reflect cultural norms and predict meaningful behaviour. In Study 1, we found that the traditional IAT is predicted by both the personalized IAT and our cultural norm IAT. In Study 2, we found the cross-cultural differences in the implicit cultural norms. Finally, in Study 3, we demonstrated that the personalized IAT and normative IAT both predict behaviours among European-Canadians and Asian-Canadians. Thus, our studies provide evidence of predictive validity for the cultural norm IAT.

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

In this thesis, we develops a Pocket PC-based 3D object design system using implicit functions, which allows users to design and view 3D objects easily at anytime and anywhere. With the growing wireless techniques, Pocket PC can easily connect to the Internet via WLAN, GPRS, WCDMA, etc. The problems of insufficient computing power caused by the limited hardware on Pocket PCs can be solved by the client-server model, which performs complex computation on the workstation, and transmit polygon mesh data to the Pocket PC. Via the proposed system, one can design and visualize his any innovative ideas instantly wherever he is.

The present study investigated the Anger IAT as a valid measure of anger. In order to answer this question the relationship between the Anger IAT and traditional measures of anger, anxiety, and self esteem were examined for convergent and divergent validity. It was hypothesized that the Anger IAT measure would be moderately to highly correlated with the State Trait Anger Expression Inventory- 2 (STAXI-2), correlated less with the State-Trait Anxiety Inventory (STAI), and correlated least with the Rosenberg Self Esteem Scale (RSES). Additionally, to demonstrate that the Anger IAT measure reduces a person??s ability to fake good, social desirability is hypothesized to have a moderating effect between the Anger IAT and the STAXI-2. A total of 60 subjects participated in this investigation, 42 of which were female and 18 were males. Furthermore, there were 20 Caucasian, 34 Hispanic, and 6 African American participants. It was found that the Anger IAT was correlated with several scales of the STAXI-2. The Anger IAT correlated less with the STAI and least with the RSES. Furthermore, it was found that the Anger IAT measure reduced the participant??s ability to fake good.

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