Attention and Implicit Learning

| University of Santiago de Compostella, Spain
ISBN 9789027251756 (Eur) | EUR 110.00
ISBN 9781588113351 (USA) | USD 165.00
ISBN 9789027251763 (Eur) | EUR 72.00
ISBN 9781588113368 (USA) | USD 108.00
ISBN 9789027296405 | EUR 110.00/72.00*
| USD 165.00/108.00*
Attention and Implicit Learning provides a comprehensive overview of the research conducted in this area. The book is conceived as a multidisciplinary forum of discussion on the question of whether implicit learning may be depicted as a process that runs independently of attention. The volume also deals with the complementary question of whether implicit learning affects the dynamics of attention, and it addresses these questions from perspectives that range from functional to neuroscientific and computational approaches. The view of implicit learning that arises from these pages is not that of a mysterious faculty, but rather that of an elementary ability of the cognitive systems to extract the structure of their environment as it appears directly through experience, and regardless of any intention to do so. Implicit learning, thus, is taken to be a process that may shape not only our behavior, but also our representations of the world, our attentional functions, and even our conscious experience. (Series B)
[Advances in Consciousness Research, 48]  2003.  x, 385 pp.
Publishing status: Available
Table of Contents
Introduction: Attention to implicit learning
Luis Jiménez
Part 1. The cognitive debate
Attention and awareness in “implicit” sequence learning
David R. Shanks
Intention, attention, and consciousness in probabilistic sequence learning
Luis Jiménez
Part 2. Neuroscientific and computational approaches
Neural structures that support implicit sequence learning
Eliot Hazeltine and Richard B. Ivry
The cognitive neuroscience of implicit category learning
F. Gregory Ashby and Michael B. Casale
Structure and function in sequence learning: Evidence from experimental, neuropsychological and simulation studies
Peter Ford Dominey
Temporal effects in sequence learning
Arnaud Destrebecqz and Axel Cleeremans
Implicit and explicit learning in a unified architecture of cognition
Dieter Wallach and Christian Lebiere
Part 3. Reciprocal influences
Visual orienting, learning and conscious awareness
Tony Lambert
Contextual cueing: Reciprocal influences between attention and implicit learning
Yuhong Jiang and Marvin M. Chun
Attention and implicit memory
Neil W. Mulligan and Alan S. Brown
The route from implicit learning to verbal expression of what has been learned: Verbal report of incidentally experienced environmental regularity
Peter A. Frensch, Hilde Haider, Dennis Rünger, Uwe Neugebauer, Sabine Voigt and Jana Werg
Author index
Subject index
“In summary, Attention and Implicit Learning discusses a broad array of implicit learning tasks and methodologies, including behavioral experiments, computational models, and neuroimaging and neuropsychological studies. It is a worthwhile contribution that emphasizes theories of implicit learning over theories of attention.”
Cited by

Cited by 12 other publications

Beck, Melissa R., S. Lee Hong, Amanda E. van Lamsweerde, Justin M. Ericson & Suliann Ben Hamed
2014. The Effects of Incidentally Learned Temporal and Spatial Predictability on Response Times and Visual Fixations during Target Detection and Discrimination. PLoS ONE 9:4  pp. e94539 ff. Crossref logo
Colas, Jaron T. & Joy Lu
2017. Learning Where to Look for High Value Improves Decision Making Asymmetrically. Frontiers in Psychology 8 Crossref logo
de Oliveira, Rita F., Markus Raab, Mathias Hegele & Jörg Schorer
2017. Task Integration Facilitates Multitasking. Frontiers in Psychology 8 Crossref logo
Dienes, Zoltán
2007.  In Models of Brain and Mind - Physical, Computational and Psychological Approaches [Progress in Brain Research, 168],  pp. 49 ff. Crossref logo
Hoffmann, Joachim & Albrecht Sebald
2005. Local Contextual Cuing in Visual Search. Experimental Psychology 52:1  pp. 31 ff. Crossref logo
Kuppuraj, Sengottuvel, Prema Rao & Dorothy VM Bishop
2016. Declarative capacity does not trade-off with procedural capacity in children with specific language impairment. Autism & Developmental Language Impairments 1  pp. 239694151667441 ff. Crossref logo
Miyawaki, Kaori
2006. The influence of the response–stimulus interval on implicit and explicit learning of stimulus sequence. Psychological Research Psychologische Forschung 70:4  pp. 262 ff. Crossref logo
Nokes, Timothy J. & Ivan K. Ash
2009. Investigating the Role of Instructional Focus in Incidental Pattern Learning. The Journal of General Psychology 137:1  pp. 84 ff. Crossref logo
Rausei, Valeria, Tal Makovski & Yuhong V. Jiang
2007. Attention Dependency in Implicit Learning of Repeated Search Context. Quarterly Journal of Experimental Psychology 60:10  pp. 1321 ff. Crossref logo
Witt, Arnaud & Annie Vinter
2012. Artificial grammar learning in children: abstraction of rules or sensitivity to perceptual features?. Psychological Research 76:1  pp. 97 ff. Crossref logo
Ziori, Eleni & Zoltán Dienes
2008. How does Prior Knowledge Affect Implicit and Explicit Concept Learning?. Quarterly Journal of Experimental Psychology 61:4  pp. 601 ff. Crossref logo
Ziori, Eleni & Emmanuel Pothos
2015.  In Implicit and Explicit Learning of Languages [Studies in Bilingualism, 48],  pp. 247 ff. Crossref logo

This list is based on CrossRef data as of 11 june 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Consciousness Research

Consciousness research
BIC Subject: JMT – States of consciousness
BISAC Subject: PSY008000 – PSYCHOLOGY / Cognitive Psychology & Cognition
U.S. Library of Congress Control Number:  2002034215 | Marc record