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Riedel, Beate. "Auditory implicit learning." Thesis, University of Glasgow, 2003. http://theses.gla.ac.uk/4884/.
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It has been suggested that much of the information we acquire from our external environment involves processes that do not require conscious awareness (e.g. Reber, 1989; Reber and Winter, 1994). Such knowledge acquisition has been termed implicit learning and this has been put forward as a fundamental process in allowing learning of complex information (e.g. Reber, 1992; Schmidke and Heuer, 1997). It has been proposed that acquisition of the underlying rule structure of stimulus events provides an indication of such a process as being fundamental and general. In contrast, learning bound to more peripheral processes should only be shown when subjects learn, for example, surface features of stimuli or a sequence of motor responses, but not the underlying rules (e.g. Perruchet and Pacteau, 1990; Seger, 1998). The research in this thesis investigates systematically whether implicit learning of sound stimuli behaves any differently to such learning of visual stimuli. This expands the empirical scope of previous studies in the implicit learning field and allows assessment of such processes as fundamental and general. Chapter 1 provides a background to implicit learning in general and introduces the different concepts involved. Chapters 2 to 4 investigated the generality of findings from visual implicit learning studies in the auditory domain. In particular, they studied the role of rule abstraction in sequence learning (Nissen and Bullemer, 1987) and invariant learning tasks (McGeorge and Burton, 1990). Findings from the sequence learning experiments in Chapters 2 and 3 suggest that subjects were unable to abstract the underlying rule structure of stimuli, as would have been evident from learning of the auditory sequences employed by listening alone. Instead, subjects were only able to learn the relevant associations between their actions (keypress responses) and a set of stimuli. These findings add to evidence from visual implicit learning studies that found peripheral processes involved in such learning. Findings from the invariant learning experiments in Chapter 4 show what types of auditory invariant features subjects can and cannot learn. This identified for the first time the exact information, or rule, that subjects acquire in such a task in an auditory context. Additionally, it provides some evidence that explicit processes may have been involved. Overall, the findings from the experiments in this thesis put into question that implicit learning is a fundamental process, which involves implicit rule abstraction.
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Kelly, Stephen William. "Experiments in implicit learning." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/4989/.
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This thesis examines two paradigms from the area of implicit learning in detail. The literature suggests that the invariance detection paradigm of McGeorge and Burton (1990) gives rise to unconscious knowledge held at a conceptual level with the decision process served by a 'nearest-neighbour' similarity mechanism. The experiments in this thesis suggest that several aspects of this task do indeed seem to agree with present conceptions of unconscious knowledge but no evidence could be found that this knowledge is held at a conceptual level or that specific similarity plays any role in this task. Instead the experiments in this thesis suggest that this task may be better understood in terms of an abstraction mechanism which acquires perceptual information. Using the invariance detection paradigm, this thesis examines the effect of two types of task which measure performance above an 'objective threshold' of awareness. Performance on each task was not the same, suggesting that one cannot assume all direct tests measure the same knowledge despite being similar in nature. In addition, the finding that only the more sensitive of the two tasks could elicit information in the invariance detection paradigm suggests that the knowledge is extremely difficult to elicit. This also is a property of implicit learning and points to the digit invariance task being mediated by unconscious mechanisms. The finding of robust invariance detection in laboratory tasks suggests that one might expect to find similar learning for real world invariance. No evidence for this could be found, which suggests that either implicit learning is a laboratory artefact or that real world invariance learning does not operate in the same way that laboratory experiments suggest. These results suggest that laboratory experiments are required which replicate conditions under which real world learning might occur.
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Bright, James. "Issues in implicit learning." Thesis, University of Nottingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359867.
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Gebauer, Guido Felix. "Implicit learning and intelligence." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619521.
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Paciorek, Albertyna. "Implicit learning of semantic preferences." Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/244632.
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The research presented in this PhD dissertation examines the phenomenon of semantic implicit learning, using semantic preferences of novel verbs as a test case. Implicit learning refers to the phenomenon of learning without intending to learn or awareness that one is learning at all. Semantic preference (or selectional preference – as preferred in computational linguistics) is the tendency of a word to co-occur with words sharing similar semantic features. For example, ‘drink’ is typically followed by nouns denoting LIQUID, and the verb ‘chase’ is typically followed by ANIMATE nouns. The material presented here spans across disciplines. It examines a well-documented psychological phenomenon - implicit learning – and applies it in the context of language acquisition, thereby providing insights into both fields. The organisation of this dissertation groups its experiments by their methodology. Chapter 1 provides an overview of the current psychological and linguistic literature. Chapter 2 includes a pen-and-paper study carried out in a classroom environment on Polish learners of English, where awareness is assessed by subjective measures taken at each test question as well as a post-experiment questionnaire. Chapter 3 includes a collection of 5 computer-based experiments based on a false-memory paradigm. After exposure to sentential contexts containing novel verbs, participants are shown to endorse more previously unseen verb-noun pairings that follow the correct semantic preference patterns to the pairings that violate it. The result holds even when participants do not reveal any explicit knowledge of the patterns in the final debriefing. Awareness is additionally assessed using indirect measures examining correlations of confidence judgements with performance. Chapter 4 examines whether implicit learning of novel verb semantic preference patterns is automatic. To this end, a reaction time procedure is developed based on two consecutive decisions (“double decision priming”). The method reveals that semantic implicit learning, at least in the described cases, exerts its influence with a delay, in post-processing. Chapter 5 comprises research done in collaboration with Dr Nitin Williams, University of Reading. It documents an attempt at finding neural indices of implicit learning using a novel single-trial analysis of an electroencephalographic (EEG) signal, based on empirical mode decomposition (EMD) denoising. Chapter 6 presents a final discussion and indications for future research. The main contribution of this dissertation to the general field of implicit learning research consists in its challenging the predominant view that implicit learning mainly relies on similarity of forms presented in training and test. The experiments presented here require participants to make generalisations at a higher, semantic level, which is largely independent of perceptual form. The contribution of this work to the field of Second Language Acquisition consists of empirical support for the currently popular but seldom tested assumptions held by advocates of communicative approaches to language teaching, namely that certain aspects of linguistic knowledge can develop without explicit instruction and explanation. At the same time, it challenges any view assuming that vocabulary learning necessarily relies on explicit mediation. The experiments collected here demonstrate that at least word usage in context can be learnt implicitly. A further contribution of this dissertation is its demonstration that the native language may play a key role in determining what is learnt in such situations. A deeper understanding of the phenomenon of semantic implicit learning promises to shed light on the nature of word and grammar learning in general, which is crucial for an account of the processes involved in the development of a second language mental lexicon.
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Huddy, Vyvyan. "Active processing in implicit learning." Thesis, University of Glasgow, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390696.
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Wall, Matthew Bryan. "Emotional influences on implicit learning." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611312.
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Al-Hoorie, Ali. "Implicit attitudes in language learning." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42571/.
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The field of language motivation is almost 60 years old. Throughout these decades, one idea has been persistent: Motivation is assumed to be a conscious process on which the learner can exert direct control. That this conscious conceptualization might not give the full picture has not been seriously entertained. An important consequence ensuing from this approach is the overreliance on self-report measures, such as questionnaires and interviews. Thus, in effect, the individual’s conscious reflection on their own attitudes and motivation has been the primary source of empirical data for our field. This thesis challenges this hegemony of conscious motivation. It provides an extensive review of the various paradigms of unconscious attitudes and motivation. It traces back their origins, highlights some of their major findings, and reviews the instruments used within each paradigm to circumvent direct self-report (as well as the controversies surrounding these instruments). The review also demonstrates that the adoption of an unconscious perspective is not inconsistent with major theoretical frameworks in the field. It then selects one of these paradigms, namely implicit attitudes, to apply in the context of language learning. Two studies were conducted on two independent samples (with almost 700 participants in total), in two different contexts (the UK and Saudi Arabia), and with different instruments of implicit attitudes (the Implicit Association Test and the Single-Target Implicit Association Test). Study 1 found that openness to language speakers at the implicit level is associated with more openness at the explicit level. Study 2 successfully replicated this finding, and extended it to language achievement—showing that learners with more favorable attitudes toward language speakers at the implicit level achieved higher grades in their English class. This finding could not be explained away by either social desirability or cognitive confounds. The results from these two studies were also meta-analyzed using Bayes factors in order to give an overall picture of the findings. The Discussion chapter wraps up this thesis by highlighting the relevance of this unconscious approach to the field more broadly. This chapter reviews a number of recent studies that have yielded similar findings to those from the current thesis. Some of these findings are then critically reanalyzed and reinterpreted in the context of unconscious motivation, thus demonstrating how adopting an unconscious approach helps view existing findings in a new light. In some cases, the analysis casts doubt on established ideas that have been taken for granted for decades. The overall message of this thesis is not that conscious motivation should be disregarded. Instead, conscious motivation should be complemented with a consideration of the role of unconscious motivation. A conscious-only approach would offer a limited window into human attitudes and motivation.
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CAMPOLONGO, NICOLO'. "ADAPTIVE AND IMPLICIT ONLINE LEARNING." Doctoral thesis, Università degli Studi di Milano, 2021. http://hdl.handle.net/2434/823932.
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This thesis is dedicated to the study of online learning algorithms. In particular, after reviewing fundamental concepts in the theory of convex and online linear optimization, we provide a refined analysis of Implicit updates in the framework of Online Mirror Descent. We design a new adaptive algorithm based on it and carefully study its regret bound in the static case, linking it to the variability of the sequence of loss functions. Furthermore, we extend its application to the dynamic setting, studying its dynamic regret. In particular, we show that it achieves the optimal dynamic regret bound, when the quantities of interest are observable or known beforehand. On the other hand, in order to have a fully adaptive algorithm we show how to combine strongly adaptive algorithms with a simple greedy strategy. Finally, we focus on the well known problem of learning with expert advice. We review existing algorithm and describe an existing open problem. We provide some recent results and partial progress on how this problem could be addressed.
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Rebuschat, Patrick. "Implicit learning of natural language syntax." Thesis, University of Cambridge, 2009. https://www.repository.cam.ac.uk/handle/1810/237038.
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The findings reported in this dissertation have several implications for our understanding of language acquisition and for future research. Firstly, while the precise form of the knowledge acquired in these experiments is unclear, the findings provided no evidence for rule learning in the vast majority of subjects. It suggests that subjects in these types of experiments (and perhaps in natural language acquisition) do not acquire linguistic rules. The results support Shanks (1995; Johnstone & Shanks, 2001), who argues against the possibility of implicit rule learning. Secondly, while adults can acquire knowledge implicitly, the work reported in this dissertation also demonstrates that adult syntactic learning results predominantly in a conscious (but largely unverbalizable) knowledge base. Finally, from a methodological perspective, the results of the experiments confirm that relying on verbal reports as a measure of awareness is not sufficient. The verbal reports collected at the end of the experiment were helpful in determining what aspects of the semi-artificial grammar subjects had consciously noticed. At the same time, verbal reports were clearly not sensitive enough to assess whether subjects were aware of the knowledge they had acquired. Confidence ratings and source attributions provided a very useful method for capturing low levels of awareness and to observe the conscious status of both structural and judgment knowledge. Future experiments on language acquisition would benefit from the introduction of this relatively simple, but effective way of assessing awareness. The results of the experiments indicate that adult learners are able to acquire syntactic structures of a novel language under both incidental and intentional learning conditions, while processing sentences for meaning, without the benefit of corrective feedback and after shortviexposure periods. That is, the findings demonstrate that the implicit learning of natural language is not restricted to infants and child learners. In addition, the experiments also show that subjects are able to transfer their knowledge to stimuli with the same underlying structure but new surface features. The measures of awareness further suggest that, in experiments 3 to 6 at least, learning resulted in both conscious and unconscious knowledge. While subjects did not become aware of all the information they have acquired, it was clear that higher levels of awareness were associated with improved performance. Participants in experiments 1-5 were exposed to the semi-artificial system under incidental learning conditions by means of different training tasks. In experiments 1 and 2, an auditory plausibility judgment task was used to expose participants to the stimulus sentences. In experiment 3, elicited imitations were used in addition to the plausibility judgment task. The training phase in experiment 4 consisted solely of elicited imitations, while training in experiment 5 consisted of a classification task which required participants to identify the syntactic structure of each stimulus item, followed by plausibility judgments. Participants in experiment 6, on the other hand, were exposed to the semi-artificial grammar under intentional learning conditions. These participants were told that the word order of the stimulus sentences was governed by a complex rule-system and instructed to discover syntactic rules. After training, participants in all six experiments took part in a testing phase which assessed whether learning took place and to what extent they became aware of the knowledge they had acquired. Grammaticality judgments were used as a measure of learning. Awareness was assessed by means of verbal reports, accuracy estimates, confidence ratings and source attributions. Control participants did not take part in the training phase. The present dissertation focuses on the question of how humans acquire syntactic knowledge without intending to and without awareness of what they have learned. The aim is to apply the theoretical concepts and the methodological framework provided by implicit learning research to the investigation of language acquisition. The results of six experiments are reported. In terms of design, all experiments consisted of (i) a training phase, during which subjects were trained on a miniature linguistic system by means of different exposure conditions, (ii) an unexpected testing phase, during which learning and awareness were assessed, and (iii) a debriefing session. A semi-artificial grammar, which consisted of English words and German syntax, was employed to generate the stimulus material for experiments 1, 2, 3, 5 and 6; in the case of experiment 4, nonsense syllables were used instead of English words. The linguistic focus was on verb placement rules. Native speakers of English with no background in German (or any other V2 language) were recruited to take part in the experiments.
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Hayes, N. A. "Systems of explicit and implicit learning." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233569.
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Pratt, Sarah. "Implicit spatial learning in adult humans." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310559.
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Leung, Janny Hiu Chi. "Implicit learning of form-meaning connections." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613329.
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Selchenkova, Tatiana. "Boosting implicit learning with temporal regularities." Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10278.
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L'apprentissage implicite est une acquisition d'information complexe sans intention d'apprendre. Le but de cette thèse est de déterminer comment des régularités temporelles peuvent influencer l'apprentissage implicite d'une grammaire artificielle basée sur des structures de hauteur des notes. Selon la théorie de l'attention dynamique (Jones, 1976), il y a une synchronisation entre des régularités temporelles des événements externes et des oscillateurs internes qui guide l'attention à travers le temps et aide à développer les attentes perceptives et temporelles. Notre hypothèse est que des structures métriques fortes pourront stimuler l'apprentissage implicite. Nous faisons l'hypothèse que le fait de présenter des hauteurs de notes avec des structures métriques fortes permet de développer des attentes temporelles par rapport à l'arrivée du prochain évènement. Ces attentes facilitent le traitement de hauteur des notes et ensuite «boostent» l'apprentissage implicite de la grammaire artificielle. Trois études ont été réalisées pendant cette thèse. L'étude 1 était une étude comportementale dans laquelle nous avons étudié l'influence d'une présentation temporelle régulière (avec une métrique forte) vs. irrégulière sur l'apprentissage implicite d'une grammaire artificielle basée sur des structures de hauteur des notes. Les résultats ont montré que la présentation temporelle influence l'apprentissage implicite et que la présentation temporelle régulière représente un avantage pour l'apprentissage implicite par rapport à la présentation temporelle irrégulière. Dans une étude électrophysiologique (L'étude 2) nous avons étudié quelle présentation temporelle de la grammaire artificielle, rythmique avec une métrique forte ou isochrone, serait plus efficace pour apprendre implicitement la grammaire des hauteurs des notes. Les résultats électrophysiologiques ont montré que les structures métriques apportent un bénéfice supplémentaire à l'apprentissage implicite. Dans l'étude 3 nous avons étudié comment des structures métriques fortes permettent d'améliorer les capacités d'apprentissage implicite chez des patients avec des lésions dans le cortex frontal inférieur qui ont été décrits comme déficitaires pour apprendre des structures artificielles. Les résultats comportementaux et électrophysiologiques ont montré que les patients atteints de lésions dans le cortex frontal inférieur sont capables d'apprendre une nouvelle grammaire artificielle malgré leurs lésions et leur déficit syntaxique. Il pourrait être utile d'exploiter cet avantage de la présentation métrique chez les patients, pour qui un déficit de l'apprentissage implicite a été montré avec des matériaux non-métriques et non musicauxThe thesis aims to investigate how temporal regularities can influence the implicit learning of artificial pitch structures. Implicit learning refers to the acquisition of structure knowledge by mere exposure. According to the Dynamic Attending Theory proposed by Jones (Jones, 1976), internal attentional oscillators synchronize with external temporal regularities, helping to guide attention over time and to develop temporal and perceptual expectations about future events. We made the hypothesis that strongly metrical structures might boost implicit learning, and in particular, that the strongly metrical presentation of pitch structures helps listeners to develop temporal expectations about the occurrence of the next event and thus benefits to the processing of the pitch dimension, leading to better learning of the artificial material. Three studies were realized during this PhD thesis. In Study 1, we used a behavioral approach to investigate how regular and irregular temporal presentations of an artificial pitch grammar influence implicit learning. The data revealed that both types of temporal presentations can influence implicit learning, but that the regular presentation leads to an advantage over the irregular presentation. In Study 2, we used behavioral and electrophysiological methods to investigate which type of regular temporal presentation of the artificial grammar, i.e. strongly metrical or isochronous, leads to better implicit learning of pitch structures. Electrophysiological results showed that the metrical framework provided an additional benefit for the pitch structure learning. In Study 3, we investigated whether the strongly metrical presentation allows patients with left inferior frontal lesions (with previously reported deficits for implicit learning) to learn the artificial pitch grammar. Behavioral and electrophysiological results showed that patients with left inferior frontal gyrus lesions acquired the new artificial grammar despite their lesions and despite previously reported deficits in implicit learning and syntax processing of natural language. It might be useful to exploit the potential benefit of the strongly metrical presentation further in patients for who impaired IL has been shown with non-musical and non-metrical materials
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Rowland, L. "Attentional processes in implicit sequence learning." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1446102/.
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Recent conceptualisations of human learning and memory have drawn a distinction between conscious (explicit) and unconscious (implicit) processing modes (e.g., Clark & Squire, 1998). In line with this dichotomy, researchers have suggested that implicit learning is accomplished by automatic mechanisms that acquire information incidentally (Jimenez, 2003). Concordant with classical definitions of automaticity (Schneider & Shiffrin, 1977), the present thesis investigates whether implicit learning can be distinguished by its propensity to operate without placing demands on attentional resources and by its independence from selectional control. In contrast to previous studies, it was found that learning in the probabilistic serial reaction time (SRT) task is impaired by the presence of a secondary task designed to consume attentional resources (Experiment 1 cf. Jimenez & Mendez, 1999), and that selective attention during encoding is necessary for learning about an incidental to-be-ignored sequence (Experiments 6, 7 & 9 cf. Cock, Berry, & Buchner, 2002). Thus, these results do not support the existence of an automatic implicit learning system. Additionally, Experiment 1 presents evidence that SRT learning is conscious. However, experimental procedures that interfered with input stages of SRT learning - by introducing irrelevant distractors into the display - revealed that implicit learning is highly resistant to disruption of the selection process (Experiments 2-5 & 9). Moreover, other experiments (Experiments 8 & 9) show that two complex probabilistic sequences can be learned simultaneously, which further indicates that such learning is robust in the presence of noisy input. Collectively, these findings are consistent with the view that implicit learning is subserved by a powerful incidental learning mechanism, yet, like explicit processes, requires attention and awareness to function optimally (St. John & Shanks, 1997).
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Dienes, Zoltan Paul. "Implicit concept formation." Thesis, University of Oxford, 1990. http://ora.ox.ac.uk/objects/uuid:35440667-6e5d-4d85-8ce1-7a14fbed453b.
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This thesis provides a conceptual and empirical analysis of implicit concept formation. A review of concept formation studies highlights the need for improving existing methodology in establish- ing the claim for implicit concept formation. Eight experiments are reported that address this aim. A review of theoretical issues highlights the need for computational modelling to elucidate the nature of implicit learning. Two chapters address the feasibility of different exemplar and Connectionist models in accounting for how subjects perform on tasks typically employed in the implicit learn- ing literature. The first five experiments use a concept formation task that involves classifying "computer people" as belonging to a particular town or income category. A number of manipulations are made of the underlying rule to be learned and of the cover task given subjects. In all cases, the knowledge underlying classification performance can be elicited both by free recall and by forced choice tasks. The final three experiments employ Reber's (e.g., 1989) grammar learning paradigm. More rigorous methods for eliciting the knowledge underlying classification performance are employed than have been used previously by Reber. The knowledge underlying clas- sification performance is not elicited by free recall, but is elicited by a forced-choice measure. The robustness of the learning in this paradigm is investigated by using a secondary task methodol- ogy. Concurrent random number generation interferes with all knowledge measures. A number of parameter-free Connectionist and exemplar models of artificial grammar learning are tested against the experimental data. The importance of different assumptions regarding the coding of features and the learning rule used is investigated by determin- ing the performance of the model with and without each assumption. Only one class of Connectionist model passes all the tests. Fur- ther, this class of model can simulate subject performance in a different task domain. The relevance of these empirical and theoretical results for understanding implicit learning is discussed, and suggestions are made for future research.
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Cock, Josephine Judy. "Implicit learning : number rules and invariant features." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320132.
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Geddes, Bruce Wynter. "The effects of learning goals on implicit and explicit learning." Thesis, Durham University, 1997. http://etheses.dur.ac.uk/4898/.
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This thesis, using Berry & Broadbent's (1984) computer-person interaction task, shows that three different learning goals result in three different learning modes. Experiment 1 demonstrated this effect: a pattern search goal resulted in explicit rule learning; a control task goal, as used in previous studies, resulted in instance learning where all instances are entered into a look-up table irrespective of whether the instance had been performed correctly or incorrectly; a dual goal, consisting of a combination of the last two goals, resulted in instance learning where only correct instances were entered into a look-up table. Experiment 2 refuted one explanation of the learning goal effect - it is not due to an indirect effect of altering the range of interactions that subjects see. Therefore, it must be due to a direct cognitive effect. Experiment 3 explored this direct effect showing that, in terms of Klahr and Dunbar's (1988) Dual Space model, a pattern search goal encourages the search primarily of rule space whereas a control task goal confines subjects to a search of instance space. The positive effect of self- explanations on both instance and rule learning was also demonstrated. Experiment 4 showed that subjects with the dual goal learn purely implicitly - all goal groups with a concurrent task of random number generation produced identical results to those of Experiment 1's dual goal group. Experiment 5 examined the leaning goal effect on memory. Surprisingly, pattern search learners may still learn instances and dual goal subjects may still memorise instances on which they make errors. Control task learners' abilities are a simple reflection of their memories. Experiments 6a and 6b showed that only near transfer of leaning occurs for control task instance learners. However, far transfer also occurs for pattern search learners, but only when the task transferred to is less complex, or of comparable complexity.
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Twyman, Matthew Shaun. "Metacognitive measures of implicit knowledge." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390629.
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Jackson, Stephen R. "Implicit and explicit processes in perceptual learning." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333303.
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Lam, W. K., and 林永佳. "The attentional demands of implicit motor learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42182207.
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Chan, Ka-wai Ricky, and 陳嘉威. "Implicit learning of L2 word stress rules." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4961793X.
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In the past few decades, cognitive psychologists and linguists have shown increasing research interest in the phenomenon of implicit learning, a term generally defined as learning of regularities in the environment without intention and awareness. Some psychologists regard implicit learning as the primary mechanism for knowledge attainment and language acquisition (Reber, 1993), whereas others deny the possibility of learning even simple contingencies in an implicit manner (Lovibond and Shanks, 2002). In the context of language acquisition, while first language acquisition is essentially implicit, the extent to which implicit learning is relevant to second language acquisition remains unclear. Empirical evidence has been found on the implicit learning of grammar/syntactic rules (e.g., Rebuschat & Williams, 2012) and form-meaning connections (e.g., Leung & Williams, 2011) but little investigation of implicit learning has been conducted in the realm of phonology, particularly supra-segmental phonology. Besides, there is still no consensus on the extent to which implicit learning exhibits population variation.
This dissertation reports three experiments which aim to 1) address the possibility of learning second language (L2) word stress patterns implicitly; 2) identify relevant individual differences in the implicit learning of L2 word stress rules; and 3) improve measurement of conscious knowledge by integrating both subjective and objective measures of awareness. Using an incidental learning task and a two-alternative forced-choice post-test, Experiment 1 found evidence of learning one-to-one stress-to-phoneme connections in an implicit fashion, and successfully applied the process dissociation procedure as a sensitive awareness measure.
Experiment 2 found implicit learning effect for more complicated word stress rules which involved mappings between stress assignment and syllable types/types of phoneme, and integrated verbal reports, confidence ratings and inclusion-exclusion tasks as awareness measures. Experiment 3 explored potentially individual differences in the learning of L2 word stress rules. No correlation was found between learning of L2 word stress and working memory, processing speed and phonological short-term memory, supporting the belief that involvement of working memory in implicit learning is minimal, and the view that different stimuli/task-specific subsystems govern different implicit learning tasks. It is concluded that L2 word stress rules may be learnt implicitly with minimal individual variations.published_or_final_version
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Master of Philosophy
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Römer, Sonja [Verfasser]. "Implicit Learning and Stress Hormones / Sonja Römer." Trier : Universität Trier, 2012. http://d-nb.info/1197697985/34.
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Johnstone, Theresa. "Structural versus processing accounts of implicit learning." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313809.
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Pine, Karen Jane. "Implicit and explicit representations in children's learning." Thesis, University of Hertfordshire, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361261.
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Du, Wenchong. "Associative implicit learning in adult dyslexic readers." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=20828.
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This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies are: i) implicit learning deficits in dyslexic people are more manifest in second-order learning than first-order learning, with both motor and perceptual stimuli; ii) when only zero and first-order information is required, dyslexic people developed abstract learning under implicit learning condition as well as, and as fast as nondyslexics; iii) dyslexic participants had different sequence learning profiles compared to matched controls: dyslexic participants' expression, but not learning per se was impaired under resource-demanding condition compared to controls. Moreover, implicit learning was found to correlate with word reading score, phonological awareness, and working memory. This thesis is the first comprehensive study to consider a wide range of associative implicit learning with different learning content on a dyslexic population. The findings contribute to the current framework of explanatory theories of dyslexia, suggesting a new route through which cerebellar dysfunction can lead to phonological impairment, and eventually lead to reading difficulties.
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Yuan, Fajie. "Learning implicit recommenders from massive unobserved feedback." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30862/.
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In this thesis we investigate implicit feedback techniques for real-world recommender systems. However, learning a recommender system from implicit feedback is very challenging, primarily due to the lack of negative feedback. While a common strategy is to treat the unobserved feedback (i.e., missing data) as a source of negative signal, the technical difficulties cannot be overlooked: (1) the ratio of positive to negative feedback in practice is highly imbalanced, and (2) learning through all unobserved feedback (which easily scales to billion level or higher) is computationally expensive. To effectively and efficiently learn recommender models from implicit feedback, two types of methods are presented, that is, negative sampling based stochastic gradient descent (NS-SGD) and whole sample based batch gradient descent (WS-BGD). Regarding the NS-SGD method, how to effectively sample informative negative examples to improve recommendation algorithms is investigated. More specifically, three learning models called Lambda Factorization Machines (lambdaFM), Boosting Factorization Machines (BoostFM) and Geographical Bayesian Personalized Ranking (GeoBPR) are described. While regarding the WS-BGD method, how to efficiently use all unobserved implicit feedback data rather than resorting to negative sampling is studied. A fast BGD learning algorithm is proposed, which can be applied to both basic collaborative filtering and content/context-aware recommendation settings. The last research work is on the session-based item recommendation, which is also an implicit feedback scenario. However, different from above four works based on shallow embedding models, we apply deep learning based sequence-to-sequence model to directly generate the probability distribution of next item. The proposed generative model can be applied to various sequential recommendation scenarios. To support the main arguments, extensive experiments are carried out based on real-world recommendation datasets. The proposed recommendation algorithms have achieved significant improvements in contrast with strong benchmark models. Moreover, these models can also serve as generic solutions and solid baselines for future implicit recommendation problems.
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Lam, W. K. "The attentional demands of implicit motor learning." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42182207.
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Schneider, Allison Frances. "NATIVE LANGUAGE IMPACT ON IMPLICIT LANGUAGE LEARNING." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/192981.
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Reuter, Robert. "Direct and indirect measures of learning in visual search." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209542.
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In this thesis, we will explore direct and indirect measures of learning in a visual search task commonly called contextual cueing. In the first part, we present a review of the scientific literature on contextual cueing, in order to give the readers of this thesis a better general idea of existing evidence and open questions within this relatively new research field. The aims of our own experimental studies presented in the succeeding chapters are the following ones: (1) to replicate and extend the findings described in the various papers by Marvin Chun and various colleagues on contextual cueing of visual attention; (2) to explore the nature of memory representations underlying the observed learning effects, especially whether learning is actually implicit and whether memory representations are distinctive, episodic and instance-based or rather distributed, continuous and graded; (3) to extend the study of contextual cueing to more realistic visual stimuli, in order to test its robustness across various situations and validate its adaptive value in ecologically sound conditions;and (4) to investigate whether such knowledge about the association between visual contexts and “meaningful” locations can be (automatically) transferred to other tasks, namely a change detection task.
In a first series of four experiments, we tried to replicate the documented contextual cueing effect using a wide range of various direct measures of learning (tasks that are supposed to be related to explicit knowledge) and we systematically varied the distinctiveness of context configurations to study its effect on both direct and indirect measures of learning.
We also ran a series of neural network simulations (briefly described in the general discussion of this thesis), based on a very simple association-learning mechanism, that not only account for the observed contextual cueing effect, but also yield rather specific predictions about future experimental data: contextual cueing effects should also be observed when repetitions of context configurations are not perfect, i.e. the networks were able to react to slightly distorted versions of repeating contexts in a similar way than they did to completely identical contexts. Human participants, we conjectured, should therefore (if the simple connectionist model captures some relevant aspects of the contextual cueing effect) become faster at detecting targets surrounded by context configurations that are only partially identical from trial to trial compared to those trials where the context configurations were randomly generated. These predictions were tested in a second series of experiments using pseudo-repeated context configurations, where some distractor items were either displaced from trial to trial or their orientation changed, while conserving their global layout.
In a third series of experiments, we used more realistic images of natural landscapes as background contexts to establish the robustness of the contextual cueing effect as well as its ecological relevance claimed by Chun and colleagues. We furthermore added a second task to these experiments to study whether the acquired knowledge about the background-target location associations would (automatically) transfer to another visual search task, namely a change detection task. If participants have learned that certain locations of the repeated images are “important”, since they contain the target item to look for, then changes occurring at those specific locations should lead to less “change blindness” than changes occurring at other irrelevant locations. We used two different types of instructions to introduce this second task after the visual search task, where we either stressed the link between the two tasks, i.e. telling them that remembering the “important” locations for each image could be used to find the changes faster, or we simply told them to perform the second task without any reference to the first one.
We will close this thesis with a general discussion, combining findings based on our review of the existing research literature and findings based on our own experimental explorations of the contextual cueing effect. By this we will discuss the implications of our empirical studies for the scientific investigation of contextual cueing and implicit learning, in terms of theoretical, empirical and methodological issues.
Doctorat en sciences psychologiques
info:eu-repo/semantics/nonPublished
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Cleeremans, Axel. "Conscience et apprentissage: une perspective dynamique." Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211510.
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Vande, Kamp Mark E. "Auditory implicit association tests /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/9119.
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Newell, Ben Psychology Faculty of Science UNSW. "An examination of the processes underlying implicit learning." Awarded by:University of New South Wales. School of Psychology, 2000. http://handle.unsw.edu.au/1959.4/18220.
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This thesis examined the processes underlying implicit learning. Six candidate components thought to be involved in implicit learning were identified: task demands, affordances of experimental materials, subjects????? intentions, content of knowledge, form of representation and awareness. A series of 15 experiments are reported that investigated the learning in the invariant digit, invariant clocks, and the artificial grammar task in an attempt to determine the role of these six components. The empirical findings were interpreted as supporting the view that learning under implicit task conditions: i) is interactive and not passive, ii) does not result in the acquisition of a default representation of knowledge, but that any structure remains latent within an experience until appropriate retrieval cues are provided at test, and iii) does not proceed ?????outside????? awareness but that the lack of insight that often accompanies learning is due to poor understanding about the basis of performance. A framework was proposed that demonstrated how this pattern of objective performance and subjective experience arises, through the interaction of the candidate components. This framework is more consistent with a process-oriented view (e.g. Whittlesea & Wright, 1997) than a separate systems account of implicit learning (e.g. Reber, 1989).
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Croudace, Tim. "Implicit cognition : empirical and theoretical approaches." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294248.
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Brown, Jamie. "An analysis of functional differences in implicit learning." Thesis, University of Cambridge, 2010. https://www.repository.cam.ac.uk/handle/1810/238959.
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This thesis analysed whether functional implicit learning differences existed in two areas that have produced promising, but equivocal, findings: individual differences in typical populations (e.g., Gebauer & Mackintosh, 2010) and group differences between Autism Spectrum Condition (ASC) and Typically Developing (TD) individuals (e.g., L. G. Klinger, Klinger, & Pohlig, 2007). Overall, the results from the four studies presented in this thesis emphasised a lack of functional differences in implicit learning between individuals. Study I investigated whether there were functional individual differences in implicit learning among a typical population by examining the inter-correlation between the performances of academic psychologists on three implicit learning tasks; the independence of those performances from IQ; the relationships between those performances, intuitive aspects of personality and occupational tacit knowledge; and, finally, whether the performances were related to occupational achievement. There was no evidence of inter-correlation between the implicit learning task performances, nor relationships between any of those performances, and occupational achievement, or personality. The study did replicate a finding that is important to the distinction between implicit and explicit learning: indices of explicit processing, but not performance on implicit learning tasks, were correlated with IQ (e.g., Gebauer & Mackintosh, 2007). Additionally, the study found that Academic Psychology and Business Management Tacit Knowledge Inventories measured knowledge that predicted occupational achievement in academic psychology incrementally to IQ and personality, and was general to both occupations. However, tacit knowledge appeared to be acquired primarily as a function of practice and experience, rather than individual differences in implicit learning. Overall, I asserted that a consideration of the results from Study I with the wider literature currently leads to the conclusion that there are minimal individual differences in implicit learning, which signifies that there is no general implicit learning ability that is critical to how much is learnt implicitly. In the absence of a general ability that determines how much is learnt implicitly, it was argued that there could still be general, prerequisite processes, which are always necessary for implicit learning but without those processes determining the variation in how much was learnt implicitly. Such prerequisite processes would not constitute a psychometric ability but could be conceptualised as general implicit learning processes. This conceptualisation of implicit learning would be supported by the existence of an atypical population who consistently demonstrated profound deficits on all implicit learning tasks and skills associated with an implicit acquisition. There is no convincing evidence of such a patient group, although the ASC population is a plausible candidate (e.g., L. G. Klinger, et al., 2007). Therefore, Study II compared IQ-matched ASC and TD individuals on a range of implicit learning tasks. The study, taken together with other recent reports (e.g., Barnes, et al., 2008), provided convincing evidence that implicit learning is actually intact in ASC and it was argued that deficits reported in previous studies must have resulted from differences in task procedures (e.g., L. G. Klinger, et al., 2007). In particular, the earlier studies used procedures that encouraged explicit strategies, which disadvantaged the ASC groups who had not been matched for IQ. A further analysis supported that interpretation: TD and ASC groups who were not matched for IQ exhibited differences on an explicit learning task, but not on the implicit learning tasks. In order to determine whether those previously identified implicit learning deficits in ASC resulted just from differences in IQ, or whether there was also a contribution from an ASC difficulty in explicit learning, Study III compared ASC individuals with IQ-matched TD individuals on an implicit learning task, the Serial Reaction Time (SRT) task, with a procedure that encouraged explicit strategies. The SRT procedure was combined with a contextual cueing task that provided an indirect, ongoing index of the extent to which sequence learning was explicit (Jiménez & Vázquez, in press). Study III indicated a difference in initial explicit sequence learning in ASC, which was independent of IQ. Study IV replicated the difficulty and by using a pre-task manipulation the study was also able to elaborate the nature of that difficulty: ASC individuals were able to learn sequence information explicitly, but they had a specific difficulty with learning to apply that explicit information. Thus, there was good evidence that implicit learning is intact in ASC and that instead ASC individuals have more difficulties with aspects of explicit learning. These findings refute the idea that ASC individuals successfully compensate for implicit deficits with explicit compensatory strategies. Instead, together with the ASC propensity for using explicit strategies, an ASC difficulty with explicit processing might explain some ASC deficits in a range of learnt skills, although I acknowledge that there are also plausible alternatives. More generally, these findings and ideas accord with ASC literature concerning impairments in executive functions, which require flexible and intentional processing (e.g., Russell, 1997a) and emphasise that future research is focused on how explicit, executive differences emerge and affect behaviour. In conclusion, the thesis provided no evidence for the proposal that there are functional differences between individuals in implicit learning. I propose that, taken together with the equivocal evidence discussed in my reviews of the wider literature, it is parsimonious to conclude that there is neither a general implicit learning ability, nor general, prerequisite implicit learning processes. However, in line with previous literature, the thesis did support functional distinctions between implicit and explicit learning: explicit, but not implicit, learning was related to IQ; and ASC individuals have difficulties with explicit but not implicit learning. Therefore, I assert that a descriptive distinction between explicit and implicit learning remains both useful and valid. This is true even though implicit learning seems to be defined by the absence, or minimal influence, of explicit processing rather than the general presence of an implicit learning ability or processes. Beyond the issue of functional differences, I argue that these findings and conclusions make modest, but not decisive, contributions to some of the other fierce debates in the wider implicit learning literature. Finally, I propose some recommendations, and directions, for future research.
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Steffler, Dorothy J. "Implicit learning of orthographic patterns and children's spelling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ59675.pdf.
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Au, Pui-ki. "Implicit and explicit learning in Chinese dyslexic children." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37088725.
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區佩琪 and Pui-ki Au. "Implicit and explicit learning in Chinese dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37088725.
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Kuhn, Gustav. "Implicit learning of non-local rules in music." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402018.
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Smyth, A. "Ageing and implicit learning : explorations in contextual cuing." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/19559/.
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Research in cognitive ageing has found that while older adults show reductions in performance on standard explicit memory tasks, implicit memory performance remains relatively stable. Such findings are often used to support the popular dual-systems account of human learning and memory, which organizes these types of cognition into distinct implicit and explicit systems. In contrast to previous studies, we found that healthy older adults show learning impairments on an implicit contextual cuing task when compared to younger adults, in addition to expected poor performance on an explicit generation test. To examine the possibility that slower overall response speed may account for the implicit deficit, younger adults’ response times were artificially increased by altering the display properties so as to match those of older adults. Learning in younger participants remained intact under these conditions. Similarly, when display properties were altered to produce faster responses in older participants, their learning continued to be impaired. These results reveal that implicit processing is not immune to the effects of ageing, and that these deficits cannot be attributed solely to older adults’ slower overall response speed. In a further series of experiments using younger participants, we examined the claim that implicit knowledge is not accessible to awareness in contextual cuing. When the number of trials used in an explicit generation test was increased, we found that contextual cuing information was consciously retrievable. These results suggest that the shorter tests used previously were not statistically powerful enough to detect a true effect. Furthermore, when concurrent implicit and explicit tests were used, learning did not precede awareness. Collectively, these findings suggest that awareness may be a necessary concomitant of contextual cuing in older adults, and provide further evidence that learning and memory should not be divided on the basis of consciousness.
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Costiuc, Claudia. "Using Implicit Learning to Explain Brand Placement Effects." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1247940350.
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Kalra, Priya. "Implicit Learning: Development, Individual Differences, and Educational Implications." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16460206.
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This dissertation attempts to link models from cognitive neuroscience with problems and models from education research as well as to advance our understanding of implicit learning. In addition to a review of the current understanding of implicit learning from psychology and neuroscience, an essay on the potential applications of implicit learning to education and two empirical studies comprise this document.
The first study compares implicit learning in adults and children to address the question of developmental invariance in implicit learning. One novel aspect of this study is the use of a battery of implicit learning tasks, as well as comparison explicit learning tasks. Although gross differences were not found between adults and children in the implicit learning tasks, nevertheless first-level item analysis revealed that children and adults may differentially exploit stimulus frequency information to perform the tasks.
The second study uses parallel forms of multiple implicit learning tasks to determine the reliability of implicit learning tasks for adult participants. Contrary to the prevailing view of implicit learning, stable individual differences were found. Correlations between individual implicit learning and certain non-cognitive traits (such as conscientiousness) were found, but IQ was not correlated with implicit learning.
Finally, the implications of these findings for basic research as well as for the possibility of applying implicit learning to K-12 instruction are discussed.Human Development and Education
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Bennett, Ilana Jacqueline. "Aging, implicit sequence learning, and white matter integrity." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/463286305/viewonline.
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Zhao, Feipeng. "Learning Top-N Recommender Systems with Implicit Feedbacks." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/450099.
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Computer and Information SciencePh.D.
Top-N recommender systems automatically recommend N items for users from huge amounts of products. Personalized Top-N recommender systems have great impact on many real world applications such as E-commerce platforms and social networks. Sometimes there is no rating information in user-item feedback matrix but only implicit purchase or browsing history, that means the user-item feedback matrix is a binary matrix, we call such feedbacks as implicit feedbacks. In our work we try to learn Top-N recommender systems with implicit feedbacks. First, we design a heterogeneous loss function to learn the model. Second, we incorporate item side information into recommender systems. We formulate a low-rank constraint minimization problem and give a closed-form solution for it. Third, we also use item side information to learn recommender systems. We use gradient descent method to learn our model. Most existing methods produce personalized top-N recommendations by minimizing a specific uniform loss such as pairwise ranking loss or pointwise recovery loss. In our first model, we propose a novel personalized Top-N recommendation approach that minimizes a combined heterogeneous loss based on linear self-recovery models. The heterogeneous loss integrates the strengths of both pairwise ranking loss and pointwise recovery loss to provide more informative recommendation predictions. We formulate the learning problem with heterogeneous loss as a constrained convex minimization problem and develop a projected stochastic gradient descent optimization algorithm to solve it. Most previous systems are only based on the user-item feedback matrix. In many applications, in addition to the user-item rating/purchase matrix, item-based side information such as product reviews, book reviews, item comments, and movie plots can be easily collected from the Internet. This abundant item-based information can be used for recommendation systems. In the second model, we propose a novel predictive collaborative filtering approach that exploits both the partially observed user-item recommendation matrix and the item-based side information to produce top-N recommender systems. The proposed approach automatically identifies the most interesting items for each user from his or her non-recommended item pool by aggregating over his or her recommended items via a low-rank coefficient matrix. Moreover, it also simultaneously builds linear regression models from the item-based side information such as item reviews to predict the item recommendation scores for the users. The proposed approach is formulated as a rank constrained joint minimization problem with integrated least squares losses, for which an efficient analytical solution can be derived. In the third model, we also propose a joint discriminative prediction model that exploits both the partially observed user-item recommendation matrix and the item-based side information to build top-N recommender systems. This joint model aggregates observed user-item recommendation activities to predict the missing/new user-item recommendation scores while simultaneously training a linear regression model to predict the user-item recommendation scores from auxiliary item features. We evaluate the proposed approach on a variety of recommendation tasks. The experimental results show that the proposed joint model is very effective for producing top-N recommendation systems.
Temple University--Theses
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Bawaskar, Neerja Pramod. "Analog Implicit Functional Testing using Supervised Machine Learning." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2099.
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Testing analog circuits is more difficult than digital circuits. The reasons for this difficulty include continuous time and amplitude signals, lack of well-accepted testing techniques and time and cost required for its realization. The traditional method for testing analog circuits involves measuring all the performance parameters and comparing the measured parameters with the limits of the data-sheet specifications. Because of the large number of data-sheet specifications, the test generation and application requires long test times and expensive test equipment.
This thesis proposes an implicit functional testing technique for analog circuits that can be easily implemented in BIST circuitry. The proposed technique does not require measuring data-sheet performance parameters. To simplify the testing only time domain digital input is required. For each circuit under test (CUT) a cross-covariance signature is computed from the test input and CUT's output. The proposed method requires a training sample of the CUT to be binned to the data-sheet specifications. The binned CUT sample cross-covariance signatures are mapped with a supervised machine learning classifier. For each bin, the classifiers select unique sub-sets of the cross-covariance signature. The trained classifier is then used to bin newly manufactured copies of the CUT.
The proposed technique is evaluated on synthetic data generated from the Monte Carlo simulation of the nominal circuit. Results show the machine learning classifier must be chosen to match the imbalanced bin populations common in analog circuit testing. For sample sizes of 700+ and training for individual bins, classifier test escape rates ranged from 1000 DPM to 10,000 DPM.
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Destrebecqz, Arnaud. "Mesures directes et indirectes de l'apprentissage implicite: étude expérimentale et modélisation." Doctoral thesis, Universite Libre de Bruxelles, 2000. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211744.
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Tang, Yuet-ho Maysie. "Implicit theories of intelligence among gifted children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789886.
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Mason, Damon. "Implicit sequence learning in Gilles de la Tourette's syndrome." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422724.
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Remillard, Gilbert. "Implicit learning of first- and second-order transition probabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23470.pdf.
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McGeorge, Peter. "Implicit learning and human memory : theoretical and practical issues." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280295.
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