Summary
Contents
Cognitive Psychology provides student readers with essential help with all aspects of their first course in cognitive psychology, including advice on revising for exams, preparing and writing course assessment materials, and enhancing and progressing their knowledge and skills in line with course requirements in cognitive psychology.
Learning and Memory
Learning and Memory
Core Areas
- Implicit learning
- Information criterion
- Sensitivity Criterion
Learning Outcomes
By the end of this chapter you should be able to:
- define each of the key terms outlined above;
- understand the suggested criteria for learning to be judged as unconscious; and
- be able to describe and evaluate the work of the key thinkers in this area.
Running Themes
- Cognitive neuropsychology
- Cognitive neuroscience
- Ecological validity
- Experimental cognitive psychology
- Schema
- Semantics
Introduction
Implicit learning can be defined as ‘learning complex information without complete verbalisable knowledge of what is learned’ (Seger, 1994 in Eysenck & Keane, 2000, p. 63).
Put simply, this is learning without conscious knowledge of it.
When neuroimaging was first used to investigate the area of memory that is associated with implicit learning, various parts of the brain were found to be involved. The most important of these were ...
