Implicit learning
Abstract
Implicit learning appears to be a fundamental and ubiquitous process in cognition. Although defining and operationalizingimplicit learning remains a central theoretical challenge, scientists' understanding of implicit learning has progressed significantly. Beyond establishing the existence of “learning without awareness,” current research seeks to identify the cognitive processes that support implicit learning and addresses the relationship between learning and awareness of what was learned. The emerging view of implicit learning emphasizes the role of associative learning mechanisms that exploit statistical dependencies in the environment in order to generate highly specific knowledge representations.
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Research in cognitive skill training highlights contributions of explicit and implicit learning and identifies multiple training procedures that facilitate acquisition, retention, and transfer of cognitive skills.
“Research in cognitive skill training highlights the contributions of both explicit and implicit learning (i.e., learning with and without awareness/intention) [61,62], and identifies multiple training procedures which facilitate acquisition, retention, and transfer of cognitive skills.”
From Anxiety and Threat-Related Attention: Cognitive-Motivational Framework and Treatment (2018) · cites this paper as [61]
Cites
Implicit learning and tacit knowledge: an essay on the cognitive unconscious
(1994) · Choice Reviews Online · doi:10.5860/choice.31-3490 · Cited by 1,432 · see citing works
Implicit Learning: Theoretical and Empirical Issues
Berry, D. C., & Dienes, Z. P. (1993) · Figshare · Cited by 488 · see citing works
Stadler, M. A., & Frensch, P. A. (1998) · Choice Reviews Online · doi:10.5860/choice.35-5368 · Cited by 259 · see citing works
Self-citationMechanisms of Implicit Learning
Cleeremans, A. (1993) · The MIT Press eBooks · doi:10.7551/mitpress/4528.001.0001 · Cited by 232 · see citing works
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Anxiety and Threat-Related Attention: Cognitive-Motivational Framework and Treatment
Mogg, K., & Bradley, B. P. (2018) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2018.01.001 · Cited by 210 · see citing works
Hiremath, S. V., Chen, W., Wang, W., Foldes, S., Yang, Y., Tyler-Kabara, E. C., Collinger, J. L., & Boninger, M. L. (2015) · Frontiers in Integrative Neuroscience · doi:10.3389/fnint.2015.00040 · Cited by 53 · see citing works
- Authors
- Frensch, P. A., & Rünger, D.
- Affiliations
- Humboldt-Universität zu Berlin (DE)
- Corresponding author
- Frensch, Peter A.
- ORCID
- Rünger, Dennis
- Venue
- Current Directions in Psychological Science
- Publisher
- SAGE Publications
- Published
- 2003-02
- Volume
- 12
- Issue
- 1
- Pages
- 13-18
- ISSN
- 0963-7214 (ISSN-L)
- 1467-8721
- OpenAlex
- W4253579167
- Cited by
- 196
- References
- 4
- Citations by year
- 2026: 11 · 2025: 16 · 2024: 10 · 2023: 12 · 2022: 16 · 2021: 20 · 2020: 9 · 2019: 12 · 2018: 11 · 2017: 6 · 2016: 10 · 2015: 8 · 2014: 7 · 2013: 6 · 2012: 2
- FWCI
- 2.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Current Directions in Psychological Science (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Keywords
- implicit learning, learning without awareness, associative learning, statistical learning, statistical dependence, knowledge representation, learning awareness, cognitive processes
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