Implicit And Explicit Mental Processes

The need for synthesis in the domain of implicit processes was the motivation behind this book. Two major questions sparked its development: Is there one implicit process or processing principle, or are there many? Are implicit memory, learning, and expertise; skill acquisition; and automatic detection simply different facets of one general principle or process, or are they distinct processes performing very different functions? This book has been designed to cast light on this issue. Because it is impossible to make sense of implicit processes without taking into account their explicit counterparts, consideration is also given to explicit memory, learning, and expertise; and controlled processing. The chapter authors consider principles, processes, and models which stand above a wealth of data collected to evaluate models designed specifically to account for data from a specific paradigm, or even more narrowly, from a specific experimental task. The motivation behind this approach is the proposition that modeling is possible for a much broader data domain, even though there may be some cost where specific tasks are concerned. The aim of this book is to treat synthesis as the objective, and to approach this objective by collecting and discussing phenomena which--although they are drawn from diverse areas of psychological science--touch a single issue concerning the distinction between explicit and implicit processes.

Symposium held at Purdue Univ. in June 4-5, 2010.

The need for synthesis in the domain of implicit processes was the motivation behind this book. Two major questions sparked its development: Is there one implicit process or processing principle, or are there many? Are implicit memory, learning, and expertise; skill acquisition; and automatic detection simply different facets of one general principle or process, or are they distinct processes performing very different functions? This book has been designed to cast light on this issue. Because it is impossible to make sense of implicit processes without taking into account their explicit counterparts, consideration is also given to explicit memory, learning, and expertise; and controlled processing. The chapter authors consider principles, processes, and models which stand above a wealth of data collected to evaluate models designed specifically to account for data from a specific paradigm, or even more narrowly, from a specific experimental task. The motivation behind this approach is the proposition that modeling is possible for a much broader data domain, even though there may be some cost where specific tasks are concerned. The aim of this book is to treat synthesis as the objective, and to approach this objective by collecting and discussing phenomena which--although they are drawn from diverse areas of psychological science--touch a single issue concerning the distinction between explicit and implicit processes.

The immense growth of research on implicit and explicit memory is making it difficult to keep up with new methods and findings, to gauge the implications of new discoveries, and to ferret out new directions in research and theory development. The present volume provides a status report of work on implicit and explicit memory in the three areas that have contributed the bulk of what is known about this domain -- cognitive psychology, lifespan developmental psychology, and neuropsychology. Highlighting developments in methods, critical findings, and theoretical positions, this volume outlines promising new research directions. By so doing, it provides the reader with a multi-disciplinary perspective on implicit and explicit memory, and thereby enables a cross- fertilization of ideas and research. The chapters that make up this volume were written by experts on the topic of implicit and explicit memory. These contributors were asked to write for a broad audience -- for their colleagues from allied disciplines, for new researchers, for advanced undergraduate and graduate students -- to help them gain a comprehensive overview of the mushrooming research on this topic, grasp the most fundamental empirical and theoretical issues, and focus on new research directions.

Evidence is mounting that we are not as in control of our judgments and behavior as we think we are. Unconscious or ‘automatic’ forms of psychological and behavioral processes are those of which we tend to be unaware, that occur without our intention or consent, yet influence us on a daily basis in profound ways. Automatic processes influence our likes and dislikes for almost everything, as well as how we perceive other people, such as when we make stereotypic assumptions about someone based on their race or gender or social class. Even more strikingly, the latest research is showing that the aspects of life that are the richest experience and most important to us - such as emotions and our close relationships, as well as the pursuit of our important life tasks and goals - also have substantial unconscious components. Social Psychology and the Unconscious: The Automaticity of Higher Mental Processes offers a state-of-the-art review of the evidence and theory supporting the existence and the significance of automatic processes in our daily lives, with chapters by the leading researchers in this field today, across a spectrum of psychological phenomena from emotions and motivations to social judgment and behavior. The volume provides an introduction and overview of these now central topics to graduate students and researchers in social psychology and a range of allied disciplines with an interest in human behavior and the unconscious, such as cognitive psychology, philosophy of mind, political science, and business.

Over the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the implicit and explicit continuum in language development and use from theoretical, empirical, and methodological perspectives. This book addresses these perspectives in an effort to build connections among them and to draw pedagogical implications when possible. The volume includes an examination of the psychological and neurological processes of implicit and explicit learning, what aspects of language learning can be affected by explicit learning, and the effects of bilingualism on the mental processing of language. Rigorous empirical research investigations probe specific aspects of acquiring morphosyntax and phonology, including early input, production, feedback, age, and study abroad. A final section explores the rich insights provided into language processing by bilingualism, including such major areas as aging, third language acquisition, and language separation.

'Implicit cognition', describes the fascinating learning, memory, and performance processes which take place without the subject's 'explicit' awareness. A well known example is patients under anaesthetic who, without being able to verbally recall the surgeons' conversation, do show someretention of the conversation. Researchers disagree widely over the importance, and even the existence, of implicit cognition as an issue in human psychology. This book brings together several internationally known authors with conflicting views on the subject, providing a lively and informativeoverview of this controversial area.

Analysis and dissociation have proved to be useful tools to understand the basic functions of the brain and the mind, which therefore have been decomposed to a multitude of ever smaller subsystems and pieces by most scientific approaches. However, the understanding of complex functions such as consciousness will not succeed without a more global consideration of the ways the mind-brain works. This implies that synthesis rather than analysis should be applied to the brain. The present book offers a collection of contributions ranging from sensory and motor cognitive neuroscience to mood management and thought, which all focus on the dissociation between conscious (explicit) and nonconscious (implicit) processing in different cognitive situations. The contributions in this book clearly demonstrate that conscious and nonconscious processes typically interact in complex ways. The central message of this collection of papers is: In order to understand how the brain operates as one integrated whole that generates cognition and behaviour, we need to reassemble the brain and mind and put all the conscious and nonconscious pieces back together again. (Series B)