Aprendizaje implícitotres aproximaciones a la cuestión del aprendizaje sin conciencia

  1. Lorda, M. J.
  2. Méndez Paz, Cástor
  3. Jiménez García, Luis
Revista:
Estudios de Psicología = Studies in Psychology

ISSN: 0210-9395 1579-3699

Ano de publicación: 1994

Número: 51

Páxinas: 99-126

Tipo: Artigo

DOI: 10.1174/02109399460579880 DIALNET GOOGLE SCHOLAR

Outras publicacións en: Estudios de Psicología = Studies in Psychology

Obxectivos de Desenvolvemento Sustentable

Resumo

The three main paradigms developed in implicit learning literature are revised in light of Reber�s (1993) recent definition of knowledge as the thing that is produced independently of a conscious intention to learn, and in absence of an explicit recognition of its results. The most relevant studies designed in each of these paradigms are described, and the degree in which each one fulfils these implicit learning criteria are discussed, concluding that the existence of implicit learning would have been demonstrated only in the sequential learning paradigm. Recent attempts to provide computational models of the mechanisms that underlie this learning are finally pointed out as an alternative approach to the same problem of marking the boundaries of this non-conscious, associative learning process, that could help us to understand the nature of these processes, by showing the way in which complexity could arise in the human cognitive system from more simple, unconscious computational processes.