Attention and Implicit Learning

Luis Jiménez | University of Santiago de Compostella, Spain
ISBN 9789027251756 (Eur) | EUR 110.00
ISBN 9781588113351 (USA) | USD 165.00
ISBN 9789027251763 (Eur) | EUR 72.00
ISBN 9781588113368 (USA) | USD 108.00
ISBN 9789027296405 | EUR 110.00/72.00*
| USD 165.00/108.00*
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ISBN 9781423766483
Attention and Implicit Learning provides a comprehensive overview of the research conducted in this area. The book is conceived as a multidisciplinary forum of discussion on the question of whether implicit learning may be depicted as a process that runs independently of attention. The volume also deals with the complementary question of whether implicit learning affects the dynamics of attention, and it addresses these questions from perspectives that range from functional to neuroscientific and computational approaches. The view of implicit learning that arises from these pages is not that of a mysterious faculty, but rather that of an elementary ability of the cognitive systems to extract the structure of their environment as it appears directly through experience, and regardless of any intention to do so. Implicit learning, thus, is taken to be a process that may shape not only our behavior, but also our representations of the world, our attentional functions, and even our conscious experience. (Series B)
[Advances in Consciousness Research, 48] 2003.  x, 385 pp.
Publishing status: Available
Table of Contents
“In summary, Attention and Implicit Learning discusses a broad array of implicit learning tasks and methodologies, including behavioral experiments, computational models, and neuroimaging and neuropsychological studies. It is a worthwhile contribution that emphasizes theories of implicit learning over theories of attention.”
Cited by

Cited by 14 other publications

Beck, Melissa R., S. Lee Hong, Amanda E. van Lamsweerde, Justin M. Ericson & Suliann Ben Hamed
2014. The Effects of Incidentally Learned Temporal and Spatial Predictability on Response Times and Visual Fixations during Target Detection and Discrimination. PLoS ONE 9:4  pp. e94539 ff. DOI logo
Colas, Jaron T. & Joy Lu
2017. Learning Where to Look for High Value Improves Decision Making Asymmetrically. Frontiers in Psychology 8 DOI logo
de Oliveira, Rita F., Markus Raab, Mathias Hegele & Jörg Schorer
2017. Task Integration Facilitates Multitasking. Frontiers in Psychology 8 DOI logo
Dienes, Zoltán
2007. Subjective measures of unconscious knowledge. In Models of Brain and Mind - Physical, Computational and Psychological Approaches [Progress in Brain Research, 168],  pp. 49 ff. DOI logo
Divjak, Dagmar, Petar Milin, Srdan Medimorec & Maciej Borowski
2022. Behavioral Signatures of Memory Resources for Language: Looking beyond the Lexicon/Grammar Divide. Cognitive Science 46:11 DOI logo
Hoffmann, Joachim & Albrecht Sebald
2005. Local Contextual Cuing in Visual Search. Experimental Psychology 52:1  pp. 31 ff. DOI logo
Kuppuraj, Sengottuvel, Prema Rao & Dorothy VM Bishop
2016. Declarative capacity does not trade-off with procedural capacity in children with specific language impairment. Autism & Developmental Language Impairments 1  pp. 239694151667441 ff. DOI logo
Miyawaki, Kaori
2006. The influence of the response–stimulus interval on implicit and explicit learning of stimulus sequence. Psychological Research Psychologische Forschung 70:4  pp. 262 ff. DOI logo
Nokes, Timothy J. & Ivan K. Ash
2009. Investigating the Role of Instructional Focus in Incidental Pattern Learning. The Journal of General Psychology 137:1  pp. 84 ff. DOI logo
Rausei, Valeria, Tal Makovski & Yuhong V. Jiang
2007. Attention Dependency in Implicit Learning of Repeated Search Context. Quarterly Journal of Experimental Psychology 60:10  pp. 1321 ff. DOI logo
Rezvani, Reza & Parisa Miri
2023. Sensitizing Citing Practices of Graduate Students of TEFL in Academic Summary Writing. Profile: Issues in Teachers' Professional Development 25:1  pp. 177 ff. DOI logo
Witt, Arnaud & Annie Vinter
2012. Artificial grammar learning in children: abstraction of rules or sensitivity to perceptual features?. Psychological Research 76:1  pp. 97 ff. DOI logo
Ziori, Eleni & Zoltán Dienes
2008. How does Prior Knowledge Affect Implicit and Explicit Concept Learning?. Quarterly Journal of Experimental Psychology 61:4  pp. 601 ff. DOI logo
Ziori, Eleni & Emmanuel Pothos
2015. Artificial grammar learning. In Implicit and Explicit Learning of Languages [Studies in Bilingualism, 48],  pp. 247 ff. DOI logo

This list is based on CrossRef data as of 13 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Consciousness Research

Consciousness research

Main BIC Subject

JMT: States of consciousness

Main BISAC Subject

PSY008000: PSYCHOLOGY / Cognitive Psychology & Cognition
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2002034215 | Marc record