Esser, Sarah, Lustig, Clarissa and Haider, Hilde . What triggers explicit awareness in implicit sequence learning? Implications from theories of consciousness. Psychol. Res.-Psychol. Forsch.. HEIDELBERG: SPRINGER HEIDELBERG. ISSN 1430-2772

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Abstract

This article aims to continue the debate on how explicit, conscious knowledge can arise in an implicit learning situation. We review hitherto existing theoretical views and evaluate their compatibility with two current, successful scientific concepts of consciousness: The Global Workspace Theory and Higher-Order Thought Theories. In this context, we introduce the Unexpected Event Hypothesis (Frensch et al., Attention and implicit learning, John Benjamins Publishing Company, 2003) in an elaborated form and discuss its advantage in explaining the emergence of conscious knowledge in an implicit learning situation.

Item Type: Journal Article
Creators:
CreatorsEmailORCIDORCID Put Code
Esser, SarahUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
Lustig, ClarissaUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
Haider, HildeUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
URN: urn:nbn:de:hbz:38-564610
DOI: 10.1007/s00426-021-01594-3
Journal or Publication Title: Psychol. Res.-Psychol. Forsch.
Publisher: SPRINGER HEIDELBERG
Place of Publication: HEIDELBERG
ISSN: 1430-2772
Language: English
Faculty: Unspecified
Divisions: Unspecified
Subjects: no entry
Uncontrolled Keywords:
KeywordsLanguage
GLOBAL WORKSPACE THEORY; SIGNAL-DETECTION; DECISION-MAKING; WORKING-MEMORY; COGNITIVE NEUROSCIENCE; UNCONSCIOUS KNOWLEDGE; PREFRONTAL CORTEX; METACOGNITION; MODELS; CONFIDENCEMultiple languages
Psychology, ExperimentalMultiple languages
URI: http://kups.ub.uni-koeln.de/id/eprint/56461

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