N. Hayes and D. Broadbent, (1988). Two modes of learning for interactive tasks. Cognition. 28, 249-276.  Home/Search   Document Not in Database   Summary   Related Articles   Check

.... on implicit learning and implicit memory) conscious processes tend to be more crisp and focused (selective) while unconscious processes tend to be more complex, broadly scoped (unselective) and context sensitive (see Reber 1989, Berry and Broadbent 1988, and Seger 1994 regarding complexity; see Hayes and Broadbent 1988 regarding selectivity) Due 6 to their vastly di erent characteristics, it should not come as a surprise that the interaction of the conscious and the unconscious leads to synergistic results. In the statistical literature, it is well known that combining diversi ed processes can improve ....

N. Hayes and D. Broadbent, (1988). Two modes of learning for interactive tasks. Cognition. 28, 249-276.

....(Sun 1995, Sloman 1996) Knowledge or skill at this level is more geared toward speci c situations. On the other hand, the top level is more crisp and more discrete, and thus more precise and more reliable (as prescribed by Smolensky 1988 for conceptual processing) and selective (as argued by Hayes and Broadbent 1988). Out of the interrelatedness and the multiplicity of real world situations, knowledge is extracted as well as abstracted at the top level. Thus it is possible to follow exact rules (as has been argued by Hadley 1995, Sun 1995) The top level can also allow explicit control and manipulation (with ....

.... learning and implicit memory) suggest that conscious processes tend to be more crisp and focused (selective) while unconscious processes tend to be more complex, broadly scoped (unselective) and context sensitive (see Reber 1989, Berry and Broadbent 1988, and Seger 1994 regarding complexity; see Hayes and Broadbent 1988 regarding selectivity) Similar points have been made by e.g. Baars (1988) Taylor (1997) McClelland et al. (1994) and Sun (1997) Due to their vastly di erent and contrasting characteristics, it should not come as a surprise that the interaction of the conscious and the unconscious leads to ....

N. Hayes and D. Broadbent, (1988). Two modes of learning for interactive tasks. Cognition. 28, 249-276.

....by Sun 1995, Sloman 1996) Knowledge or skill at this level is more geared toward specific situations. On the other hand, the top level is more crisp and more discrete, and thus more precise and more reliable (as prescribed by Smolensky 1988 for conceptual processing) and selective (as argued by Hayes and Broadbent 1988, instead of vague, similarity based processes, it focuses selectively on only a few dimensions) Out of the interrelatedness and the multiplicity of real world situations (James 1890) knowledge is extracted as well as abstracted at the top level. Thus it is possible to follow exact rules (as has ....

.... learning and implicit memory) suggest that conscious processes tend to be more crisp and focused (selective) while unconscious processes tend to be more complex, broadly scoped (unselective) and context sensitive (see Reber 1989, Berry and Broadbent 1988, and Seger 1994 regarding complexity; see Hayes and Broadbent 1988 regarding selectivity) Similar points have been made by e.g. Baars (1988) Taylor (1997) McClelland et al. (1994) and Sun (1997) Due to their vastly different and contrasting characteristics, it should not come as a surprise that the interaction of the conscious and the unconscious leads to ....

N. Hayes and D. Broadbent, (1988). Two modes of learning for interactive tasks. Cognition. 28, 249-276.

....c est dire en tant que passage de connaissances dclaratives des connaissances procdurales. Dans [Fitts 64 in Rosenbaum 91] est mis en vidence trois phases dans l apprentissage moteur#: la phases cognitive ou verbale, la phases associative et la phases autonome, ou automatise. Dans [Hayes Broadbent 88] l apprentissage slectif est proche de l apprentissage par automatisation, puisqu il s appuie sur une mmoire de travail abstraite , sous partie de la mmoire court terme. Dans [Newell Rosenbloom 81] on introduit la thorie du chunking o des regroupements d lments de l environnement ....

....limitation qui paradoxalement ne freine pas l apprentissage mais permet au contraire un apprentissage progressif. Prcisons cependant que certains apprentissages ne relvent pas de l automatisation. C est le cas de l apprentissage implicite [Reber 76] Cleermans 93] ou l apprentissage non slectif [Hayes Broadbent 88] dans certaines conditions, quand l environnement possde beaucoup de caractristiques sans qu il soit possible d en dgager les plus 200 pertinentes, un apprentissage peut quand mme s effectuer, sans passer par les processus contrls, en construisant directement un processus automatique adapt. ....

Neil A. Hayes, Donald E. Broadbent. Two modes of learning for interactive tasks. Cognition, 28, p. 249-276, 1988.

....to selectively influence performance on one task, it leaves performance on the other task unchanged. A stronger type of double dissociation a crossed double dissociation would consist of observing that each variable has opposite effects on each task. With the exception of a study by Hayes and Broadbent (1988) that has failed to be replicated so far, such a pattern of results has never been observed in implicit learning situations. The dissociation logic spelled out in this previous paragraphs has thus often been used by proponents of implicit learning as a tool to establish its existence. The ....

Hayes, N.A. & Broadbent, D.E. (1988). Two modes of learning for interactive tasks. Cognition, 28, 249-276.

....or dissociations observed in this paradigm merely tend to reflect task similarities or differences rather than their relative sensitivity to conscious or unconscious processes. Similar conclusions seem to hold for most of the systems control studies (Berry Broadbent, 1984; 1987; 1988; Hayes Broadbent, 1988; Sanderson, 1989; Marescaux Karnas, 1991) In these studies, participants are first required to learn to control a simulated system by setting the value of an input variable on each trial, and observing the output of the system. Their ability to reach and maintain a given target level on the ....

.... several other studies using the artificial grammar learning paradigm (Dienes et al. 1991; Dulany et al. 1984; Mathews et al. 1989; Perruchet Pacteau, 1990) and suggests that implicit learning involves the acquisition of contingencies in the absence of conscious efforts to do so (Berry, 1994; Hayes Broadbent, 1988; Reber, 1989, 1993) As Mathews and his co workers have proposed (Mathews et al. 1989; Stanley, Mathews, Buss KotlerCope, 1988) such failures to find orientation effects should be expected when participants are unlikely to develop and use mental models subsuming the structure of the material, ....

Hayes, N.A. & Broadbent, D.E. (1988). Two modes of learning for interactive tasks.

.... of two modes of learning has led many to formulate dichotomous theories of cognition in which implicit and explicit processing are generally thought to be complementary (in the sense of one mode being most efficient in the exact conditions where the other is least efficient) and independent (see Hayes and Broadbent, 1988, Reber, 1989, for examples) However, it seems reasonable to assume that learning in general is never purely implicit or purely explicit. On the contrary, it is likely that most tasks that have been dubbed implicit do in fact involve to various degrees explicit strategies and knowledge. ....

Hayes, N. A. & Broadbent, D. E. (1988). Two modes of learning for interactive tasks. Cognition, 28, 249276.

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