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Negative correlations between control performance and verbalizable knowledge: indicators for implicit learning in

A Buchner1, J Funke, D C Berry

  • 1University of Trier, Federal Republic of Germany.

The Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology
|February 1, 1995
PubMed
Summary
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Good performance in dynamic control tasks may mean less verbalizable knowledge because fewer state transitions are observed. This challenges the explicit versus implicit learning dichotomy in cognitive science.

Area of Science:

  • Cognitive Science
  • Human-Computer Interaction
  • Learning Psychology

Background:

  • Negative correlations between task performance and verbalizable knowledge suggest distinct explicit and implicit learning modes.
  • Existing interpretations often frame these as antagonistic learning processes.

Purpose of the Study:

  • To propose an alternative interpretation of negative correlations in dynamic control tasks.
  • To re-examine the dichotomy of explicit versus implicit learning.

Main Methods:

  • Modeling control tasks as finite-state automata.
  • Conducting two experiments to test hypotheses about state transitions and performance.
  • Analyzing relationships between control performance, explored state transitions, and questionnaire scores.

Related Experiment Videos

Main Results:

  • Demonstrated a negative relationship between control performance and the number of explored state transitions.
  • Showed a positive relationship between explored state transitions and questionnaire scores.
  • Identified boundary conditions for these observed effects.

Conclusions:

  • The number of observed state transitions, not necessarily explicit vs. implicit learning, may explain performance-knowledge correlations.
  • Findings challenge the prevailing interpretation of antagonistic learning modes in dynamic control.
  • Re-evaluation of the process control paradigm is needed for understanding learning.