ERIC Number: EJ625821
Record Type: CIJE
Publication Date: 2001
Reference Count: 0
Abstractionist and Processing Accounts of Implicit Learning.
Johnstone, Theresa; Shanks, David R.
Cognitive Psychology, v42 n1 p61-112 Feb 2001
Evaluated the contribution of rule, exemplar, fragment, and episodic knowledge in artificial grammar learning using memorization versus hypothesis testing training tasks in 5 experiments involving a total of 163 college students. There was no evidence that memorization led to abstraction of rules or encoding of whole exemplars. Results support an episodic-processing account of implicit and explicit learning. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Research supported by the United Kingdom Medical Research Council through Research Studentship G78/4925 and a grant from the United Kingdom Economic and Social Research Council.