This book is a highly readable account of the various lines of research which bear on the general problem of implicit, unconscious, nonreflective acquisition of knowledge. Implicit knowledge, a term coined by Reber in 1965, is acquired independent of conscious attempts to learn and generally without the capacity to communicate what has been acquired. One of the core assumptions of this argument is that implicit learning is a fundamental process, one that lies at the very heart of the adaptive behavioral repertoire of every complex organism.
Inhaltsverzeichnis
- 1: Introductory Remarks
- 1.1: On Learning
- 1.2: On Evolution
- 1.3: On Measuring the Contents of Consciousness
- 1.4: On Intelligence and Instruction
- 1.5: A Note on Terminology
- 1.6: A Rapid Historical Overview
- 1.7: Summary
- 1.8: A Personal Aside
- 2: Implicit Cognition: The Data Base
- 2.1: The Polarity Fallacy
- 2.2: On the Primacy of the Implicit
- 2.3: On Functionalism
- 2.4: Some Assumptions
- 2.5: Experimental Procedures
- 2.6: Empirical Studies of Implicit Learning
- 2.7: Methodological Issues in Implicit and Explicit Learning
- 3: Evolutionary Considerations: The Primacy of the Implicit
- 3.1: Some Introductory Remarks
- 3.2: The Evolutionist's Line
- 3.3: An Evolutionary Context for the Cognitive Unconscious
- 3.4: Hypothesized Characteristics of Implicit Systems
- 4: Implicit Issues: Some Extensions and Some Speculations
- 4.1: Implicit Learning and/or Implicit Memory
- 4.2: On Rules
- 4.3: Knowledge Representation
- 4.4: On Consciousness
- 4.5: Prediction and Generation of Events
- 4.6: Nativism and Empiricism
- 4.7: Afterwords
- 4.8: In Summary
