Transfer and retention of implicit and explicit learning.
Two parallel tasks involving rule learning were used to assess implicit and explicit learning. The complex task (occurring in the complex rule-line condition) involves predominantly implicit learning, and the simple task (occurring in the simple rule-number condition) requires primarily explicit le...
| Publicado en: | British Journal of Psychology Vol. 87; pp. 637 - 652 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
November 1996
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510527713&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510527713 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00071269 BJP jtl: British Journal of Psychology issn: 00071269 maglogo: N pubinfo: dt: November 1996 vid: 87 pid: 480 pub: Wiley-Blackwell artinfo: ui: 510527713 ppf: 637 ppct: 15 formats: fmt: @attributes: type: T tig: atl: Transfer and retention of implicit and explicit learning. aug: au: Lee, Yuh-shiow Vakoch, Douglas A. su: Incidental learning Psychology of learning Intentional learning Transfer of training Recollection (Psychology) sug: subj: Incidental learning Psychology of learning Intentional learning Transfer of training Recollection (Psychology) ab: Two parallel tasks involving rule learning were used to assess implicit and explicit learning. The complex task (occurring in the complex rule-line condition) involves predominantly implicit learning, and the simple task (occurring in the simple rule-number condition) requires primarily explicit learning. Implicit learning clearly showed negative transfer from previous implicit learning experience, whereas explicit learning showed strong positive transfer. Subjects' explicit knowledge declined and implicit knowledge remained at the same level when retested one week later. The results are discussed in terms of principles guiding the learning and transfer of explicit and implicit knowledge. This is consistent with the assertion that implicit and explicit learning involve two functionally different learning systems. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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