Диссертация (1147682), страница 28
Текст из файла (страница 28)
111-118.78. Kaufman S.B. и др. Implicit learning as an ability // Cognition. 2010. Т. 116. № 3. С. 321–40.79. Kinder A., Assmann A. Learning artificial grammars: no evidence for the acquisition of rules. //Memory & cognition. 2000. Т. 28. № 8. С. 1321–32.80. Kinder A. и др. Recollection, fluency, and the explicit/implicit distinction in artificial grammarlearning.
// Journal of experimental psychology. General. 2003. Т. 132. № 4. С. 551–65.81. Kiyokawa S. и др. Cross cultural differences in unconscious knowledge // Cognition. 2012. Т.158124. № 1. С. 16–24.82. Kotovsky, K., Simon, H. A. Empirical tests of a theory of human acquisition of concepts forsequential patterns // Cognitive Psychology. 1973, №4, С. 399-424.83. Lewicki P., Czyzewska M., Hoffman H. Unconscious acquisition of complex proceduralknowledge.
// Journal of Experimental Psychology: Learning, Memory, and Cognition. 1987. Т.13. № 4. С. 523–530.84. Lewicki P., f M. Hidden covariation detection: a fundamental and ubiquitous phenomenon. //Journal of experimental psychology. Learning, memory, and cognition. 1997. Т.
23. № 1. С.221–8.85. Lewicki P., Hill T., Sasaki I. Self-perpetuating development of encoding biases. // Journal ofexperimental psychology. General. 1989. Т. 118. № 4. С. 323–37.86. Maddox W.T., Ashby F.G. Dissociating explicit and procedural-learning based systems ofperceptual category learning // Behavioural Processes. 2004. Т. 66.
С. 309–332.87. Mangan B. Taking Phenomenology Seriously: The «Fringe» and Its Implications for CognitiveResearch // Consciousness and Cognition. 1993. Т. 2. № 2. С. 89–108.88. Mangan B. The conscious fringe: Bringing William James up to date // Essential sources in thescientific study of consciousness / под ред. B. Baars, W.P. Banks, J.
Newman. : MIT Press, 2003.С. 741–759.89. Marcus G.F. и др. Rule learning by seven-month-old infants. // Science. 1999. Т. 283. № 5398.С. 77–80.90. Mathews R.C. и др. Role of implicit and explicit processes in learning from examples: Asynergistic effect. // Journal of Experimental Psychology: Learning, Memory, and Cognition.1989. Т. 15. № 6.
С. 1083–1100.91. Mealor A.D., Dienes Z. Explicit feedback maintains implicit knowledge // Consciousness andcognition. 2013. Т. 22. № 3. С. 822–32.92. Meulemans T., Linden M. Van der. Associative chunk strength in artificial grammar learning. //Journal of Experimental Psychology: Learning, Memory, and Cognition. 1997.
Т. 23. № 4. С.1007–1028.93. Myers, C., Connor, M. Age differences in skill acquisition and transfer in an implicit learningparadigm // Applied Cognitive Psychology. 1992. № 6. С. 429-44215994. Navon D. Forest before trees: The precedence of global features in visual perception // CognitivePsychology. 1977. Т. 9. № 3.
С. 353–383.95. Navon D. What does a compound letter tell the psychologist’s mind? // Acta Psychologica. 2003.Т. 114. № 3. С. 273–309.96. Newell B.R., Bright J.E.H. The relationship between the structural mere exposure effect and theimplicit learning process // The Quarterly Journal of Experimental Psychology A. 2001.
Т. 54.№ 4. С. 1087–1104.97. Nissen M.J., Bullemer P. Attentional requirements of learning: Evidence from performancemeasures // Cognitive Psychology. 1987. Т. 19. № 1. С. 1–32.98. Norman E., Price M.C., Duff S.C. Fringe consciousness in sequence learning: the influence ofindividual differences. // Consciousness and cognition. 2006. Т. 15. № 4. С. 723–60.99. Norman E. и др. Gradations of awareness in a modified sequence learning task.
// Consciousnessand cognition. 2007. Т. 16. № 4. С. 809–37.100.Opitz B., Hofmann J. Concurrence of rule- and similarity-based mechanisms in artificial101.Pacton S. и др. Implicit learning out of the lab: the case of orthographic regularities. //102.Peirce J.W.
PsychoPy-Psychophysics software in Python // Journal of Neuroscience103.Perruchet P. Implicit learning // Cognitive psychology of memory. Vol.2 of Learning and104.Perruchet P., Pacteau C. Synthetic grammar learning: Implicit rule abstraction or explicitgrammar learning // Cognitive Psychology. 2015. Т. 77.
С. 77–99.Journal of experimental psychology. General. 2001. Т. 130. № 3. С. 401–426.Methods. 2007. Т. 162. № 1. С. 8–13.memory: A comprehensive reference / под ред. J. Byrne. Oxford: Elsevier, 2008. С. 597–621.fragmentary knowledge? // Journal of Experimental Psychology: General. 1990. Т.
119. № 3. С.264–275.105.Perruchet P., Vinter A. The self-organizing consciousness. // The Behavioral and brain106.Persaud N., McLeod P., Cowey A. Post-decision wagering objectively measures107.Pothos E.M., Bailey T.M. The role of similarity in artificial grammar learning. // Journalsciences.
2002. Т. 25. № 3. С. 297–330; discussion 330–88.awareness. // Nature neuroscience. 2007. Т. 10. № 2. С. 257–61.160of Experimental Psychology: Learning, Memory, and Cognition. 2000. Т. 26. № 4. С. 847–862.108.Price M.C., Norman E. Intuitive decisions on the fringes of consciousness: Are they109.Raab M., Johnson J.
Implicit learning as a means to intuitive decision making in sports110.Reber A.S. Implicit learning of artificial grammars // Journal of Verbal Learning and111.Reber A.S. Transfer of syntactic structure in synthetic languages // Journal of112.Reber A.S. Implicit learning of synthetic languages: The role of instructional set // Journal113.Reber A.S., Kassin S.M., Lewis S., Cantor G. On the relationship between implicit andconscious and does it matter? // Judgment and Decision Making. 2008. Т.
3. № 1. С. 28–41.// Intuition in Judgement and Decision Making …. 2008. С. 119–134.Verbal Behavior. 1967. Т. 6. № 6. С. 855–863.Experimental Psychology. 1969. Т. 81. № 1. С. 115–119.of Experimental Psychology: Human Learning and Memory. 1976. Т. 2. № 1. С. 88–94.explicit modes in the learning of a complex rule structure. // Journal of Experimental Psychology:Human Learning & Memory.
1980. Т. 6. № 5. С. 492–502.114.Reber A.S. Implicit learning and tacit knowledge. // Journal of Experimental Psychology:115.Reber A.S. Implicit learning and tacit knowledge: An essay on the cognitive unconscious.116.Reber A.S., Walkenfeld F.F., Hernstadt R. Implicit and explicit learning: individualGeneral. 1989. Т. 118. № 3.
С. 219–235.New York: Oxford University Press, 1993. Вып. 1.differences and IQ. // Journal of experimental psychology. Learning, memory, and cognition.1991. Т. 17. № 5. С. 888–96.117.Reber R., Schwarz N., Winkielman P. Processing fluency and aesthetic pleasure: isbeauty in the perceiver’s processing experience? // Personality and social psychology review.2004. Т. 8. № 4. С.
364–82.118.Reber P.J., Squire L.R. Encapsulation of Implicit and Explicit Memory in Sequence119.Robinson P. Effects of individual differences in intelligence, aptitude and workingLearning // Journal of Cognitive Neuroscience. 1998. Т. 10. № 2. С. 248–263.memory on adult incidental SLA. // Individual Differences and Instructed Language Learning /под ред. Robinson P. Amsterdam: John Benjamins. 2002.
C. 211–266161120.Rünger D., Frensch P. a. How incidental sequence learning creates reportable knowledge:the role of unexpected events. // Journal of experimental psychology. Learning, memory, andcognition. 2008. Т. 34. № 5. С. 1011–26.121.Salthouse T.A., McGuthry K.E., Hambrick D.Z. A framework for analyzing andinterpreting differential aging patterns: application to three measures of implicit learning // Agingneuropsychology and cognition.
1999. Т. 6. № 1. С. 1–18.122.Schwager S. и др. Data-driven sequence learning or search: What are the prerequisitesfor the generation of explicit sequence knowledge? // Advances in Cognitive Psychology. 2012.Т. 8. № 2. С. 132–43.123.Scott R.B., Dienes Z. The conscious, the unconscious, and familiarity.
// Journal of124.Scott R.B., Dienes Z. Knowledge applied to new domains: the unconscious succeeds125.Shanks D.R., St John M. Characteristics of dissociable human learning-systems //126.Shanks D.R., Wilkinson L., Channon S. Relationship between priming and recognitionexperimental psychology. Learning, memory, and cognition. 2008.
Т. 34. № 5. С. 1264–88.where the conscious fails. // Consciousness and cognition. 2010. Т. 19. № 1. С. 391–8.Behavioral and Brain Sciences. 1994. Т. 17. № 03. С. 367–395.in deterministic and probabilistic sequence learning. // Journal of Experimental Psychology:Learning, Memory, and Cognition. 2003. Т. 29. № 2. С. 248–261.127.Singley M.K., Anderson J.R. The transfer of cognitive skill.
Cambridge, MA: Harvard128.Smith, E. E., Langston, C. Nisbett, R. The case for rules in reasoning // Cognitive Science.129.Smith J.D. и др. Deferred feedback sharply dissociates implicit and explicit category130.Snodgrass, J. G., Corwin, J. Pragmatics of measuring recognition memory: Applications131.Tanaka D.
и др. Role of selective attention in artificial grammar learning. // Psychonomic132.Tunney R.J. Sources of confidence judgments in implicit cognition. // PsychonomicUniversity Press, 1989.1992. №16. С. 1-40.learning. // Psychological science. 2014.to dementia and amnesia. Journal of Experimental Psychology: General. 1988. 117, 34–50.bulletin & review.
2008. Т. 15. № 6. С. 1154–1159.bulletin & review. 2005. Т. 12. № 2. С. 367–73.162133.Tunney R.J., Shanks D.R. Subjective measures of awareness and implicit cognition. //134.Turner C.W., Fischler I.S. Speeded tests of implicit knowledge. // Journal of135.Unsworth N., Engle R.W. Individual differences in working memory capacity andMemory & cognition. 2003.
Т. 31. № 7. С. 1060–71.Experimental Psychology: Learning, Memory, and Cognition. 1993. Т. 19. № 5. С. 1165–1177.learning: evidence from the serial reaction time task. // Memory & cognition. 2005. Т. 33. № 2.С. 213–20.136.Waldron E.M., Ashby F.G. The effects of concurrent task interference on categorylearning : Evidence for multiple category learning systems // Psychonomic Bulletin & Review.2001. Т.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
