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Experimental Psychology (Russia)

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2072-7593

ISSN (online): 2311-7036

DOI: http://dx.doi.org/10.17759/exppsy

License: CC BY-NC 4.0

Started in 2008

Published quarterly

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Influence of the conflict of implicit and explicit knowledge of a subject on the results of learning process in classification task 1250

Moroshkina N.V., PhD in Psychology, Senior Researcher, St. Petersburg State University, St.Petersburg, Russia, moroshkina.n@gmail.com
Abstract
The article is devoted to the research of interaction between implicit and explicit knowledge formed during the learning process. At the first stage of experiment, the stimuli for classification were presented to the subjects in the way that together with the relevant parameters, the irrelevant one has always been changed; this situation provoked implicit learning of the given regularity. At the second stage, the irrelevant regularity, which was implicitly learnt, contradicted with subjects’ explicit knowledge. This critical situation helped to estimate, which of the mentioned type of knowledge takes the priority. The obtained results confirm the idea, according to which the person can unconsciously acquire quite complex patterns of changes in physical objects and in the environment, as well as an evidence of the existence of a special cognitive mechanism, that regulates the interaction between implicit and explicit knowledge and manifests itself in changing of decision-making criteria in the situation of the conflict between implicit and explicit knowledge.

Keywords: : implicit learning, consciousness, cognitive unconscious, classification, transfer

Column: Cognitive Psychology

For Reference

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