Implicit Learning 50 Years On

Can we learn without knowing we are learning? To what extent is our behavior influenced by things we fail to perceive? What is the relationship between conscious and unconscious cognition? Implicit Learning: 50 Years On tackles these key questions, fifty years after the publication of Arthur Reber’s seminal text. Providing an overview of recent developments in the field, the volume considers questions about the computational foundations of learning, alongside phenomena including conditioning, memory formation and consolidation, associative learning, cognitive development, and language learning. Featuring contributions from international researchers, the book uniquely integrates ‘Western’ thinking on implicit learning with insights from a rich Russian research tradition. This approach offers an excellent opportunity to contrast perspectives, to introduce new experimental paradigms, and to contribute to ongoing debates about the very nature of implicit learning. Implicit Learning: 50 Years On is essential reading for students and researchers of consciousness, specifically those interested in implicit learning.

Chapter 1: Implicit learning: history and applications. Paul J. Reber, Laura J. Batterink, Kelsey R. Thompson,and Ben Reuveni Chapter 2: The mind is deep. Axel Cleeremans Chapter 3: Consciousness, learning, and control: on the path to a theory. Victor M. Allakhverdov, Margarita G. Filippova, Valeria A. Gershkovich, Valeriia Yu. Karpinskaia, Tanya V. Scott, and Natalia P. Vladykina Chapter 4: Implicit learning from one’s mistakes: the negative choice aftereffect. Maria Kuvaldina, Andrey A.Chetverikov, Alexandr S. Odaynic, Margarita G. Filippova, and Natalya V. Andriyanova Chapter 5: Can we play Space Invaders unconsciously? (A: probably not). Estibaliz San Anton, Axel Cleeremans, and Arnaud Destrebecqz Chapter 6: Can unconscious structural knowledge be strategically controlled? Elisabeth Norman, Ryan B. Scott, Mark C. Price, Emma Jones, and Zoltan Dienes Chapter 7: Abstraction in sequence learning. Ferenc Kemény and Ágnes Lukács Chapter 8: The verbalization effect on implicit learning. Nadezhda V. Moroshkina, Ivan I.Ivanchei, Anatolii D. Karpov and Irina Ovchinnikova Chapter 9: Focusing on goal relevance – is it crucial to artificial grammar learning? Agnieszka Poplawska-Boruc, Radoslaw Sterczynski, andMarta Roczniewska Chapter 10: Implicit learning under attentional load. Michal Wierzchon and Monika Derda

Axel Cleeremans is a research director with the Fund for Scientific Research (F.R.S.-FNRS), Belgium, and a professor of Cognitive Psychology at the Université libre de Bruxelles, where he directs the Center for Research in Cognition & Neuroscience and the ULB Neuroscience Institute. Viktor Allakhverdov is a prominent Russian psychologist and chairperson of the division of General Psychology, St. Petersburg State University. He is the author of more than 5 books on consciousness and the head of a research group that investigates implicit learning and unconscious cognition. Maria Kuvaldina is a postdoctoral researcher. She received her doctorate in cognitive psychology from St. Petersburg State University. Her research interests include mechanisms of attention and cognitive control.