Handbook Of Implicit Learning
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Handbook of Implicit Learning
Author: Michael A. Stadler
language: en
Publisher: SAGE Publications, Incorporated
Release Date: 1998
Although research on implicit learning, a cognitive phenomenon in which people acquire new knowledge without conscious intent or awareness, has been growing exponentially, there hasnÆt been a single resource on the topicùuntil now. Aimed at providing a comprehensive overview of implicit learning, the prestigious contributors to this volume explore the fieldÆs controversies, the functional characteristics of implicit learning, brain mechanisms, and the neurological foundations for implicit learning, connectionist models of implicit learning, and applications of implicit learning to acquiring new mental skills. The editors open the book by examining the definition of implicit learning: Frensch considers the multiple meanings of the term; Stadler and Roediger consider aspects of the definition that hinge on the issue of awareness; and, Buchner and Wippich compare and contrast implicit learning with implicit memory. Next, the contributors discuss the various forms of implicit and the paradigms used to study it. Berry and Cook explore recent work on invariance learning; Hoffman considers the issue of the structure of what subjects learn in implicit learning experiments; Manza, Zizak, and Reber review work on artificial grammar learning that uses preference judgment task as a measure of learning; Mathews and Cochran examine the generativity of implicit knowledge via the use of the artificial grammar learning paradigm; Reed and Johnson look at implicit learning from the perspective of work done with serial reaction time tasks; and Seger explores the possibility of multiple forms of implicit learning. The book concludes with an investigation of various theoretical and empirical issues in implicit learning, such as: CleeremansÆ connectionist model; CurranÆs look at cognitive neuroscientific evidence; GoschkeÆs investigation of perceptual and motor mechanisms of implicit learning; an analysis of the developmental perspectives of Hoyer, Willingham, Perruchet, and Vinter; Hsaiao and ReberÆs review of evidence on the role of attention in implicit learning; and Shanks and JohnstoneÆs alternative account of learning in serial reation time tasks. This handbook offers readers the first complete reference on implicit learning by those who have been instrumental in shaping the field. This handbook offers readers the first complete reference on implicit learning by those who have been instrumental in shaping the field. Professionals and practitioners in experimental psychology, psychology, management, and organizational behavior will find the Handbook of Implicit Learning an essential reference tool.
The Handbook of Second Language Acquisition
Author: Catherine J. Doughty
language: en
Publisher: John Wiley & Sons
Release Date: 2008-04-15
The Handbook of Second Language Acquisition presents an integrated discussion of key, and sometimes controversial, issues in second language acquisition research. Discusses the biological and cognitive underpinnings of SLA, mechanisms, processes, and constraints on SLA, the level of ultimate attainment, research methods, and the status of SLA as a cognitive science. Includes contributions from twenty-seven of the world's leading scholars. Provides an invaluable resource for all students and scholars of human cognition, including those in linguistics, psychology, applied linguistics, ESL, foreign languages, and cognitive science.
Handbook of Implicit Cognition and Addiction
Author: Reinout W. Wiers
language: en
Publisher: SAGE Publications
Release Date: 2005-12-01
"This book is a valuable source for both researchers and practitioners who are either familiar or unfamiliar with implicit cognition and addiction" —Emmanuel Kuntsche, ALCALA Most research on cognitive processes and drug abuse has focused on theories and methods of explicit cognition, asking people directly to introspect about the causes of their behavior. However, it may be questioned to what extent such methods reflect fundamental aspects of human cognition and motivation. In response to this issue, basic cognition researchers have started to assess implicit cognitions, defined as "introspectively unidentified (or inaccurately identified) traces of past experience that mediate feeling, thought, or action." Such approaches are less sensitive to self-justification and social desirability and offer other advantages over traditional approaches underscored by explicit cognition. Wiers′ Handbook of Implicit Cognition and Addiction lays the groundwork for new approaches to the study and addictive behaviors as the first handbook to apply principles of implicit cognition to the field of addiction. This Handbook features the work of an interdisciplinary group of internationally renowned contributing North American and European authors who have brought together developments in basic research on implicit cognition with recent developments in addiction research. Key Features: Moves the field forward by integrating cutting-edge research from formerly independent disciplines that help provide a better understanding of the etiology, prevention, and treatment of addictive behaviors Lays the groundwork for new approaches to the study and treatment of addictive behaviors as the first handbook to apply principles of implicit cognition to the field of addiction Presents existing applications to the prevention and treatment of addictive behaviors as well as possibilities for future interventions based on new approaches based on implicit cognition Opens with a chapter, written by the volume editors, that outlines general theoretical issues and provides a roadmap to the book Provides integrative summaries – written by both "insiders" and "outsiders" to the field - in a final section, highlighting theoretical issues currently being debated within this newly emerging area of scholarship This Handbook is a unique, invaluable addition to libraries as well as to the collections of academics, students, and professionals interested in how cognitive research can contribute to the understanding, prevention, and treatment of addictions.