Whittlesea, B.W., & Dorken, M.D. (1993). Incidentally, things in general are particularly determined: An episodic-processing account of implicit learning. Journal of Experimental Psychology: General 122: 227--248.  Home/Search Document Not in Database Summary Related Articles Check |
This paper is cited in the following contexts:
Principles for Implicit Learning - Cleeremans (1996) (3 citations) (Correct)
....and effects. Thus, the symptom that the TV set is not working, if well defined, is nevertheless coarse enough that it is not surprising to find that many different causes can be responsible for it. Likewise, knowledge may be implicit for different reasons that have little to do with each other. Whittlesea and Dorken (1993) identified four different reasons: First, one is only aware of some knowledge if the task draws attention to that knowledge. Second, the incidental learning conditions that are typical in implicit learning experiments tend to mask the fact that knowledge acquired incidentally will be relevant ....
Whittlesea, B.W., & Dorken, M.D. (1993). Incidentally, things in general are particularly determined: An episodic-processing account of implicit learning. Journal of Experimental Psychology: General 122: 227--248.
Awareness and Abstraction Are Graded Dimensions - Cleeremans (Correct)
.... on performance, for instance by assuming that being aware of some additional knowledge about the stimulus material makes that knowledge available for further processing and allows it to modulate performance (see Cleeremans , 1993b) As far as empirical data is concerned, I very much agree with Whittlesea and Dorken s (1993) recent analysis. Briefly, they suggest that knowledge can be implicit for a variety of reasons, such as because one s attention is not drawn to the relevant relationships, because people have poor theories about what they learn and its implications for future performance (p. 245) or because ....
Whittlesea, B.W., & Dorken, M.D. (1993). Incidentally, things in general are particularly determined: An episodic-processing account of implicit learning. Journal of Experimental Psychology: General 122: 227--248.
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