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Measuring unconscious knowledge: distinguishing structural knowledge and judgment knowledge 总被引:4,自引:0,他引:4
This paper investigates the dissociation between conscious and unconscious knowledge in an implicit learning paradigm. Two experiments employing the artificial grammar learning task explored the acquisition of unconscious and conscious knowledge of structure (structural knowledge). Structural knowledge was contrasted to knowledge of whether an item has that structure (judgment knowledge). For both structural and judgment knowledge, conscious awareness was assessed using subjective measures. It was found that unconscious structural knowledge could lead to both conscious and unconscious judgment knowledge. When structural knowledge was unconscious, there was no tendency for judgment knowledge to become more conscious over time. Furthermore, conscious rather than unconscious structural knowledge produced more consistent errors in judgments, was facilitated by instructions to search for rules, and after such instructions was harmed by a secondary task. The dissociations validate the use of these subjective measures of conscious awareness. 相似文献
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Yusuke Iguchi Zoltán Erdélyi Gábor A. Langer Eisuke Magome Kazushi Sumitani Attila Csik 《Philosophical Magazine Letters》2013,93(12):697-702
Amorphous Si/Ge multilayers containing diffuse interfaces have been prepared, heated in an ultra-centrifuge and subsequent interface structure modifications observed by X-ray reflectivity. The thickness of the Si/Ge and Ge/Si interface zones became asymmetrical owing to various effects occurring on the different atoms parallel to the direction of gravity-induced diffusion. The technique could prove useful for tuning physical (electronic, magnetic or optical) properties of layered structures. 相似文献
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In the following text I provide my response to the three reviewers of my book titled “Reviewing the Past. The Presence of Ruins”. First I list a few elements that all the reviewers highlighted. Then, I answer the insightful comments and detailed observations brought forward by them, organised in thematic structures. In this part I start with the three main criteria and the agency of Nature in ruination. Then I investigate the issues regarding the so-called “contemporary ruins”. Ruins’ environmental character, context and sitedness are put into focus in the next section, to finally arrive to the equally inspiring questions of picturesque, sublime and to the issues of representation.
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The present experiment investigated the development of implicit and explicit knowledge during concept learning. According to Cleeremans and Jiménez (2002), the content of a representation can be conscious only when the representation is of a sufficiently good quality; on this theory, increasing explicit and decreasing implicit knowledge might be expected with training. The view that implicit knowledge arises from compilation of explicit knowledge makes the opposite prediction. The present research tested these possibilities using subjective measures based on confidence ratings. One group of participants was presented with blocks of category exemplars that activated prior knowledge, whereas another group was presented with blocks of categories that did not elicit any useful prior knowledge. The results showed that, irrespective of the knowledge group participants were allocated to, explicit knowledge increased over the course of learning, whereas implicit knowledge either stayed the same or decreased, consistent with Cleeremans and Jiménez's prediction. 相似文献
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Látos Melinda Lázár György Ondrik Zoltán Szederkényi Edit Hódi Zoltán Horváth Zoltán Csabai Márta 《Journal of Contemporary Psychotherapy》2022,52(1):35-44
Journal of Contemporary Psychotherapy - There is an increasing body of evidence proving that transplanted patients’ perceptions of their disease and their emotional state may have an... 相似文献
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