Research on implicit learning - a cognitive phenomenon in which people acquire knowledge without conscious intent or awareness - has been growing exponentially. This volume draws together this research, offering the first complete reference on implicit learning by those who have been instrumental in shaping the field. The contributors explore controversies in the field, and examine: functional characteristics, brain mechanisms and neurological foundations of implicit learning; connectionist models; and applications of implicit learning to acquiring new mental skills.

In this rejoinder, we respond to two commentaries on the study by Greiff, S.; Stadler, M.; Sonnleitner, P.; Wolff, C.; Martin, R. Sometimes less is more: Comparing the validity of complex problem solving measures. Intelligence 2015, 50, 100–113. The study was the first to address the important comparison between a classical measure of complex problem solving (CPS) and the more recent multiple complex systems (MCS) approach regarding their validity. In the study, we investigated the relations between one classical microworld as (...) the initially developed method (here, the Tailorshop) with three more recently developed multiple complex systems (MCS; here, MicroDYN, Genetics Lab, and MicroFIN) tests. We found that the MCS tests showed higher levels of convergent validity with each other than with the Tailorshop even after reasoning was controlled for, thus empirically distinguishing between the two approaches. The commentary by Kretzschmar and the commentary by Funke, Fischer, and Holt expressed several concerns with how our study was conducted, our data was analyzed, and our results were interpreted. Whereas we acknowledge and agree with some of the more general statements made in these commentaries, we respectfully disagree with others, or we consider them to be at least partially in contrast with the existing literature and the currently available empirical evidence. (shrink)

Launched in 1982, the so-calledBerliner Wissenschaftsladen e. V.(WILAB) belonged to the scattered West-German ventures in “counter-science”. This article situates the origins of the “Laden” (~ workshop)—an “alternative” spin-off of sorts, spawned from the Technical University of Berlin—in the context of contemporary advances in regional science policy. In this connection, the ailing, de-industrializing “island city” arguably even played a certain pioneering role: elements of its multipronged “innovation offensive”, which peaked in the early-to-mid 1980s, were visible beyond city limits, including the trade (...) showBIG TECHand, notably, theBerlin Center for Innovation and New Enterprises(BIG), the FRG’s first start-up “incubator”, which opened in 1983.In other words, politically-minded scientists in tendency now had to deal with conditions that were less and less conducive to dreams of a “socially engaged” and “non-alienated” (counter-)science. Indeed, while hardly opposed to the new gospel of innovation, it’s not surprising that ventures such as WILAB, committed as they were to the production of “socially useful” science, found themselves increasingly marginalized. It’s as such a marginal venture, my argument goes, that WILAB’s prima facie hopeless attempt to initiate a different, more “humane” information technology sheds an instructive light on the emergence of “entrepreneurial” science in the FRG during the 1970s and 1980s. (shrink)

Influencing students’ educational achievements first requires understanding the underlying processes that lead to variation in students’ performance. Researchers are therefore increasingly interested in analyzing the differences in behavior displayed in educational assessments rather than merely assessing their outcomes. Such analyses provide valuable information on the differences between successful and unsuccessful students and help to design appropriate interventions. Complex problem solving (CPS) tasks have proven to provide particularly rich process data as they allow for a multitude of behaviors several of which (...) can lead to a successful performance. So far, this data has often been analyzed on a rather aggregated level looking at an average number of actions or predefined strategies. with only a few articles investigating the specific actions performed. In this paper, we illustrate and discuss a more detailed report the results of an exploratory analysis of CPS process data based on the specific actions performed.log-files that is aimed at distinguishing between students that applied the correct strategy to a problem but failed to solve it and those applying the strategy successfully. In that, the sequence of behavior displayed is reduced to interpretable parts (n-grams) that allow searching for meaningful differences between the two groups of students. This level of analysis allows finding previously undefined or unknown patterns within the data and increases our understanding of the processes underlying successful problem -solving behavior even further. (shrink)

In this paper we propose the multiple complex systems approach for assessing domain-general complex problem-solving skills and its processes knowledge acquisition and knowledge application. After defining the construct and the formal frameworks for describing complex problems, we emphasise some of the measurement issues inherent in assessing CPS skills with single tasks. With examples of the MicroDYN test and the MicroFIN test, we show how to adequately score problem-solving skills by using multiple tasks. We discuss implications for problem-solving research and the (...) assessment of CPS skills in general. (shrink)

The proliferation of late of disciplines beginning in “neuro”—neuroeconomics, neuroaesthetics, neuro–literary criticism, and so on—while welcomed in some quarters, has drawn a great deal of critical commentary as well. It is perhaps natural that scholars in the humanities, especially, tend to find these “neuro”-prefixes irritating. But by no means all of them: there are those humanists who discern in this trend a healthy development that has the potential of “revitalizing” the notoriously bookish humanities. Neurohistory is a case in point, typically (...) being dismissed by historians while finding more sympathetic consideration elsewhere. While it sides with the former position, this essay attempts to develop a more complex picture. It will suggest that defiant humanists may underestimate the extent to which they are already participating in a culture profoundly tuned toward a quasi-naturalistic construction of the mind/brain as an embodied, situated, and distributed thing. The roots of this construction will be traced into the popular, academic, and technological discourses that began to surround the “user” in the 1980s, with special emphasis on the concomitant assault on “cognitivism.” What is more, the very same story—insofar as it demonstrates the complicity of the “postclassical” mind with our own man-made and “digital” age—will serve to complicate the neuro-optimists’ vision of human nature exposed by a new kind of science. (shrink)

After Knowledge: Science, Deregulation, and Restoration. In the light of recent phenomena and developments – from ‘alternative facts’ to the rise of the ‘New Right’ –, the notion that we live in a ‘knowledge society’ (which has served our discipline well over the last couple of decades) seems more than a little antiquated. Our present, or so it would seem, is determined by forces other than ‘knowledge’ or, for that matter ‘science’. By the same token, ‘knowledge’ has lost traction for (...) the purposes of a historiography trying to keep abreast with the times. At this impasse, we propose that historians of science embrace our predicament head‐on. They should take a more serious interest in the trajectories that brought us here: that is, in recent history and the political and ideological projects which shaped it. We suggest two complementary concepts along which such analyses might proceed: deregulation and restoration. (shrink)

Gestalt theory is discussed as one main precursor of synergetics, one of the most elaborated theories of self-organization. It is a precursor for two reasons: the Gestalt theoretical view of cognitive order-formation comes dose to the central ideas of self-organization. Furthermore both approaches have stressed the significance of non-linear perceptual processes (such as multistability) for the solution of the mind-brain problem. The question of whether Gestalt theory preferred a dualistic or a monistic view of the mind-body relation is answered in (...) that there was a preference for dualism in epistemological questions and for monism in the mind-brain relation. The latter was attained by the concept of psychophysical isomorphism. This concept, although widely misunderstood in many respects, was criticized on the basis of neurobiological findings. One main objection was the neglect of the importance of the elementary neurophysiological processes. A distinction between macroscopic and microscopic brain processes seemed to be required. This idea was taken up in synergetics which postulates a bottom-up and top-down interaction between these two levels. Macroscopic order emerges from elementary brain processes and, at the same time, has a backward slaving effect to the microscopic level In the light of such holistic emergentism, the question whether macroscopic order states might be attractors for psychological meanings is discussed. (shrink)

The first section of this issue brings together four essays on “surfaces” – a subject matter which might seem conspicuous or, indeed, palpable enough. Just think of the sheets of paper, window panes, and haptic interfaces surrounding you: the world, evidently, is diffused with surfaces, membranes, and boundaries of all sorts. Some of these things have been salient, for obvious reasons in fields such as media studies, or implicit in notions such as “boundary object”: the retina, photographic plates, basilar membranes, (...) the skin, or various forms of “displays” immediately come to mind. Not even mentioning their immense metaphoricity, surfaces are the entities that make things visible, inscribable, or knowable. But not all of them have been so salient. In fact, most surface-phenomena arguably – and, typically, for similarly obvious reasons – haven't received much scholarly notice at all: plastic wraps, lacquers, lubricants, coatings, silicon wavers, cell membranes, glass, plant leaves, the ozone layer. (shrink)

Bd. 1. Texte zur Diskussion in den USA -- [Bd.] 2. Die Diskussion in der Bundesrepublik Deutschland.

The goal of the present Research Topic is to provide a forum where research groups, investigating teaching and teachers from multiple perspectives involving multidisciplinary (i.e., different disciplines working on different aspects of a problem independently within their disciplinary boundaries), interdisciplinary (i.e., restructuring and integrating existing disciplinary approaches to address problems relevant for all participating disciplines) and ideally transdisciplinary (i.e., seeking to integrate different lines of work from contributing disciplines to create new approaches or even new scientific disciplines) approaches (Hall, 2018; (...) Klein, 2017), can present and discuss the opportunities and challenges of such endeavors. The articles published in the research topic can be broadly classified into three categories: Conceptual reviews of transdisciplinary research on teaching and teachers, the results of transdisciplinary research projects, and methodological challenges and innovations related to transdisciplinary cooperation. Conceptual reviews of transdisciplinary researchThe Research Topic is initiated by Pea and Linn, who provide their personal perspectives on the emergence of the learning sciences as a transdisciplinary research community from the early 1970s to today. In line with the Research Topic’s aim, the paper illustrates how the specific approach of the learning sciences integrated approaches from disciplines as diverse as science education, psychology, an... (shrink)

Abstract698 S., geb., € 49,90. ISBN 978-3-88221-115-3.

‘Psychotechnics’, Weimar Germany’s science du jour, typically is framed as a symptom of ‘technological media’ – obscuring the persistent significance of ‘dexterity’, ‘skill’ and ‘manual labour’ at the time. More broadly, there is a tendency to construe ‘the haptic’ as predominantly a casualty of modernity: skilled hands replaced by conveyor belts; skilled hands defended by the rearguard actions of arts-and-crafts movements; skilled hands destroyed by industrialized warfare. Drawing on contemporary investigations into the ‘organ of touch’, this essay aims to complicate (...) this picture by reconstructing the proto-ergonomic project of Friedrich Herig, a German engineer, amateur prehistorian and expert on craft labour who rose to distinction in the 1920s as a designer of ‘ideal’ hand tools. Herig’s eclectic sources of inspiration reveal that matters of ‘touch’, far from obsolete, were intimately bound up with matters of tools – their design, uses and putative origins – and thus, with matters of labour. (shrink)

The notion of ontography is characterizable as open-source, both due to its collaborative development, its heterogeneous backgrounds and its broad applicability. In my paper, I concretize these open-source aspects of ontography firstly by redefining it with reference to E. Winkler’s dialogue Die Erkundung der Linie and secondly by applying it to the Gestalttheoretical topics of figure-ground reversals and bidirectional part-whole relations.

Summary The present article is a partly ontological, partly Gestalt-psychological discussion of the thinkability of structures in which parts and whole are interdependent (MI). In the first section, I show that in the framework of E. Husserl’s formal part–whole ontology, the conceptualization of such an interdependence leads to (mereo)logical problems. The second section turns to and affirms the experience of this interplay between parts and whole, exemplified with B. Pinna’s recent research on meaningful Gestalt perception. In the final section, I (...) take the experienceability of MI as a justification to suggest a way of rethinking it. This entails an implementation of the process of foregrounding and backgrounding displayed by reversible figures and originally described by E. Rubin. This can avoid both an identity relation between parts and whole and their mutual exclusion as well as hierarchization due to their apparent differences. It would also guarantee the inherent dynamics of interdependence. (shrink)

Two classic learning situations are critically reviewed and interpreted from a synergetic point of view: human learning of complex skills, and animal discrimination learning. Both show typical characteristics of nonlinear phase transitions: instability, fluctuations, critical slowing down and reorganisation. Plateaus in the acquisition curves of complex skills can be viewed as phases of arrested progress in which a reorganisation of simple skills is necessary before their integration into complex units is possible. Fluctuations and critical slowing down are expressed in instances (...) of "vicarious trial-and-error," which describe the oscillating behavior of rats at a choice point that is shown only just before discrimination learning is completed. It is concluded that education might pay more attention to the role of individual learning rhythms. (shrink)

When randomly assigning participants to experimental roles and the according payment prospects, participants seem to receive “manna from heaven.” In our view, this seriously questions the validity of laboratory findings. We depart from this by auctioning off player roles via the incentive compatible random price mechanism thus avoiding the selection effect of competitive second price auctions. Our experiment employs the generosity game where the proposer chooses the size of the pie, facing an exogenously given own agreement payoff, and the responder (...) is the residual claimant. We find that entitlement crowds out equality seeking and strengthens efficiency seeking. More generally, we find that inducing entitlement for the roles in which participants find themselves makes a difference. Interpreting participants’ willingness to pay for their role as their aspiration level further allows to test satisficing and explore “mutual satisficing.” We find that responder participants apparently do not anticipate proposer generosity in aspiration formation. (shrink)