Implicit learning, behavioral change accompanied by an inability to consciously describe the means by which it has occurred, has been demonstrated in a number of domains. One question concerns the… It is argued that measuring the dynamics of the control system and storage systems through the course of problem solving can provide a more refined view on the processes involved, as a whole, and explain the existing controversies.
Background. Insight is a specific part of the thinking process during creative problem solving. The experience of a sudden unexpected solution of the problem makes it distinct from other problem…
The combination of moment-to-moment awareness and instant retrieval of archived information constitutes what is called the working memory, perhaps the most significant achievement of human mental…
Although implicit learning and problem solving are based on rule discovery, and entail noticing regularities in the material, in both cases, rule discovery processes appear to be task-dependent. A computerized version of the Tower of London task was used to investigate cognitive skill learning and suggested that a specific skill that reflects procedural learning of the strategies, rules, and procedures pertaining to repeating problems can develop over and above a more general skill at solving cognitive planning problems with practice. SHOWING 1-10 OF 65 REFERENCES SORT BYRelevanceMost Influenced PapersRecency
Adult participants were required to solve algebraic problems involving identification of unknown operations while they held a concurrent load in short-term memory. The load was varied in relation to… Findings undermine the most direct experimental support for the widespread view that conscious knowledge and performance in sequence-learning tasks tap 2 independent knowledge bases in normal Ss.
The findings show that cognitive skill learning can initially proceed at a normal rate in amnesia, presumably because declarative knowledge makes no material contribution to performance early in training, but may make an important contribution later in training and may therefore give normal subjects an advantage over amnesic patients. It is shown that amnesic patients with marked disorders of learning and memory demonstrate a striking dissociation between the memory processes or memory systems that support the acquisition of cognitive skills and the processes or systems that mediate the Acquisition of new facts or other data-based knowledge.
The results suggest that attentional and nonattentional learning operate independently, in parallel, do not share information, and represent sequential information in qualitatively different ways.
The experiments demonstrated that the rate of presentation reliably affected an indirect measure of learning (i.e., response time) under both incidental and intentional task instructions and under both single-task and dual-task conditions.
It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition. A subgroup of subjects showed substantial procedural learning of the sequence in the absence of explicit declarative knowledge of it, and their ability to generate the sequence was effectively at chance and showed no savings in learning.
Dissociation between declarative and nondeclarative knowledge indicates that the parallel brain systems supporting learning and memory differ in their capacity for affording awareness of what is learned. |
What is implicit problem solving?
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