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dc.contributor.authorΖιώρη, Ελένηel
dc.contributor.authorDienes, Z.el
dc.date.accessioned2015-11-24T17:08:22Z-
dc.date.available2015-11-24T17:08:22Z-
dc.identifier.issn1090-2376-
dc.identifier.urihttps://olympias.lib.uoi.gr/jspui/handle/123456789/11482-
dc.rightsDefault Licence-
dc.titleThe time course of implicit and explicit concept learningel
heal.typejournalArticle-
heal.type.enJournal articleen
heal.type.elΆρθρο Περιοδικούel
heal.identifier.primary10.1016/j.concog.2011.12.008-
heal.identifier.secondaryhttp://www.ncbi.nlm.nih.gov/pubmed/22261348-
heal.languageen-
heal.accesscampus-
heal.recordProviderΠανεπιστήμιο Ιωαννίνων. Φιλοσοφική Σχολή. Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίαςel
heal.publicationDate2012-
heal.abstractThe present experiment investigated the development of implicit and explicit knowledge during concept learning. According to Cleeremans and Jimenez (2002), the content of a representation can be conscious only when the representation is of a sufficiently good quality; on this theory, increasing explicit and decreasing implicit knowledge might be expected with training. The view that implicit knowledge arises from compilation of explicit knowledge makes the opposite prediction. The present research tested these possibilities using subjective measures based on confidence ratings. One group of participants was presented with blocks of category exemplars that activated prior knowledge, whereas another group was presented with blocks of categories that did not elicit any useful prior knowledge. The results showed that, irrespective of the knowledge group participants were allocated to, explicit knowledge increased over the course of learning, whereas implicit knowledge either stayed the same or decreased, consistent with Cleeremans and Jimenez's prediction.el
heal.journalNameConscious Cognel
heal.journalTypenon peer-reviewed-
heal.fullTextAvailabilityTRUE-
Appears in Collections:Άρθρα σε επιστημονικά περιοδικά ( Ανοικτά) - ΦΠΨ

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