Learning from Implicit Learning Literature: Comment on Shea, Wulf, Whitacre, and Park (2001)
| Autor: | Pierre Perruchet, Stéphanie Chambaron, Carole Ferrel-Chapus |
|---|---|
| Přispěvatelé: | Centre National de la Recherche Scientifique (CNRS), Perruchet, Pierre |
| Jazyk: | angličtina |
| Rok vydání: | 2003 |
| Předmět: |
psychologie cognitive
human learning literature psychology experimental/method 050109 social psychology Experimental and Cognitive Psychology 050105 experimental psychology Implicit knowledge Task (project management) Psychologie (Sciences cognitives) Humans 0501 psychology and cognitive sciences méthode expérimentale General Psychology Motor skill Structure (mathematical logic) Psychology Experimental 05 social sciences Implicit learning homme apprentissage Improved performance [SCCO.PSYC]Cognitive science/Psychology Explicit knowledge littérature Psychology Social psychology Cognitive psychology |
| Zdroj: | Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, SAGE Publications, 2003, 56 (5), pp.769-778. ⟨10.1080/02724980244000657⟩ Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology 5 (56), 769-778. (2003) |
| ISSN: | 0272-4987 1464-0740 |
| DOI: | 10.1080/02724980244000657⟩ |
| Popis: | International audience; In their analysis of complex motor skill learning, Shea, Wulf, Whitacre, and Park (2001) have overlooked one of the most robust conclusions of the experimental studies on implicit learning conducted during the last decade--namely that participants usually learn things that are different from those that the experimenter expected them to learn. We show that the available literature on implicit learning strongly suggests that the improved performance in Shea et al.'s Experiments 1 and 2 (and similar earlier experiments, e.g., Wulf & Schmidt, 1997) was due to the exploitation of regularities in the target pattern different from those on which the postexperimental interview focused. This rules out the conclusions drawn from the failure of this interview to reveal any explicit knowledge about the task structure on the part of the participants. Similarly, because the information about the task structure provided to an instructed group of participants in Shea et al.'s Experiment 2 did not concern the regularities presumably exploited by the standard, so-called implicit, group, Shea et al.'s claim that explicit knowledge may be less effective than implicit knowledge is misleading. |
| Databáze: | OpenAIRE |
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