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

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

Not available / text

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Bradley C. Love. Vita. Includes bibliographical references.

No description available.

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