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Attention and Implicit LearningEdited by Luis Jiménez
[Advances in Consciousness Research 48] 2003
► pp. 335–366
Edited by Luis Jiménez
[Advances in Consciousness Research 48] 2003
► pp. 335–366
The route from implicit learning to verbal expression of what has been learned
Verbal report of incidentally experienced environmental regularity
Cited by
Cited by 25 other publications
Abrahamse, Elger L., Luis Jiménez, Willem B. Verwey & Benjamin A. Clegg
2010. Representing serial action and perception. Psychonomic Bulletin & Review 17:5 ► pp. 603 ff. 
Brauner, Elisabeth
2022. From the Cognitive to the Collective. In The Cognitive Unconscious, ► pp. 269 ff.
Dyck, Susanne & Christian Klaes
2024. Training-related changes in neural beta oscillations associated with implicit and explicit motor sequence learning. Scientific Reports 14:1
Esser, Sarah & Hilde Haider
2017. The Emergence of Explicit Knowledge in a Serial Reaction Time Task: The Role of Experienced Fluency and Strength of Representation. Frontiers in Psychology 8
Esser, Sarah & Hilde Haider
2018. Action–effects enhance explicit sequential learning. Psychological Research 82:6 ► pp. 1113 ff.
Esser, Sarah, Clarissa Lustig & Hilde Haider
2022. What triggers explicit awareness in implicit sequence learning? Implications from theories of consciousness. Psychological Research 86:5 ► pp. 1442 ff.
Gockel, Christine & Elisabeth Brauner
2013. The Benefits of Stepping Into Others' Shoes: Perspective Taking Strengthens Transactive Memory. Basic and Applied Social Psychology 35:2 ► pp. 222 ff.
Hoyndorf, Andreas & Hilde Haider
2009. The “Not Letting Go” phenomenon: accuracy instructions can impair behavioral and metacognitive effects of implicit learning processes. Psychological Research Psychologische Forschung 73:5 ► pp. 695 ff.
Huang, Jianping, Yingli Li, Jianxin Zhang, Xiangpeng Wang, Chunlu Huang, Antao Chen & Dianzhi Liu
2017. fMRI Investigation on Gradual Change of Awareness States in Implicit Sequence Learning. Scientific Reports 7:1
Jiménez, Luis & Gustavo A. Vázquez
2005. Sequence learning under dual-task conditions: alternatives to a resource-based account. Psychological Research Psychologische Forschung 69:5-6 ► pp. 352 ff.
Koeppen, Karoline, Johannes Hartig, Eckhard Klieme & Detlev Leutner
2008. Current Issues in Competence Modeling and Assessment. Zeitschrift für Psychologie / Journal of Psychology 216:2 ► pp. 61 ff.
Koeppen, Karoline, Johannes Hartig, Eckhard Klieme & Detlev Leutne
2013. Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes – A Priority Program of the German Research Foundation (DFG). In Modeling and Measuring Competencies in Higher Education, ► pp. 171 ff.
Lane, Sean M., Robert C. Mathews, Bill Sallas, Robert Prattini & Ron Sun
2008. Facilitative interactions of model- and experiencebased processes: Implications for type and flexibility of representation. Memory & Cognition 36:1 ► pp. 157 ff.
Liao, Chenwei, Junfeng Wu, Sandy J. Wayne, Robert C. Liden & Lynda Jiwen Song
2024. It’s Unexpected but Good: Leader Traditionality Fuels Greater Follower Reciprocation to Servant Leadership. Journal of Management
Lustig, Clarissa, Sarah Esser & Hilde Haider
2022. The interplay between unexpected events and behavior in the development of explicit knowledge in implicit sequence learning. Psychological Research 86:7 ► pp. 2225 ff.
Röhr-Sendlmeier, Una M. & Udo Käser
2015. Informelles Lernen aus psychologischer Perspektive. In Handbuch Informelles Lernen, ► pp. 1 ff.
Röhr-Sendlmeier, Una M. & Udo Käser
2016. Informelles Lernen aus psychologischer Perspektive. In Handbuch Informelles Lernen, ► pp. 207 ff.
Rünger, Dennis
2012. How sequence learning creates explicit knowledge: the role of response–stimulus interval. Psychological Research 76:5 ► pp. 579 ff.
Rünger, Dennis & Peter A. Frensch
2010. Defining consciousness in the context of incidental sequence learning: theoretical considerations and empirical implications. Psychological Research Psychologische Forschung 74:2 ► pp. 121 ff.
Sallas, Bill, Robert C. Mathews, Sean M. Lane & Ron Sun
2007. Developing rich and quickly accessed knowledge of an artificial grammar. Memory & Cognition 35:8 ► pp. 2118 ff.
Wessel, Jan R., Alexandra L. Tonnesen & Adam R. Aron
2015. Stimulus devaluation induced by action stopping is greater for explicit value representations. Frontiers in Psychology 6
Yordanova, Juliana, Vasil Kolev, Rolf Verleger,, Zhamak Bataghva, Jan Born & Ullrich Wagner
2008. Shifting from implicit to explicit knowledge: Different roles of early- and late-night sleep. Learning & Memory 15:7 ► pp. 508 ff.
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.
Švec, Vlastimil, Jan Nehyba, Petr Svojanovský, James Lawley, Radim Šíp, Eva Minaříková, Blanka Pravdová, Barbora Šimůnková & Jan Slavík
2016. Studenti učitelství mezi tacitními a explicitními znalostmi,
Švec, Vlastimil, Jan Nehyba, Petr Svojanovský, James Lawley, Radim Šíp, Eva Minaříková, Blanka Pravdová, Barbora Šimůnková & Jan Slavík
2017. Becoming a teacher: The dance between tacit and explicit knowledge,
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