The relationship between implicit memory and implicit learning
Bibliographic Data
| ID | 5268852 |
|---|---|
| Authors | Dianne C Berry (University of Reading, corresponding author), Zoltan Dienes (0000-0001-7454-3161, University of Sussex) |
| Year | 1991 |
| Volume | 82 |
| Issue | 3 |
| Pages | 359-373 |
| Publication date | 1991-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1269 • E-ISSN: 2044-8295 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8295.1991.tb02405.x |
| OpenAlex | W2112988417 |
| Language | EN |
| Citations received | 3 |
Two distinctions in the human learning literature are becoming increasingly influential; implicit versus explicit memory, and implicit versus explicit learning, respectively. To date, these distinctions have been used to refer to apparently different phenomena. Recent research suggests, however, that the same processes may be underlying performance in the two types of task. This paper reviews recent results in the two areas and suggests ways in which the two distinctions may be related
Cognition · Cognitive psychology · Cognitive science · Episodic memory · Explicit memory · Human memory · Implicit attitude · Implicit Learning · Implicit memory · Implicit personality theory · Sequence learning · Task (project management) · Innovative Teaching and Learning Methods · Neuroscience · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,09 |
| Citation span | 1994 - 2014 (21) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |