In the present study, using event-related functional magnetic resonance imaging, we investigated a group of participants on a grammaticality classification task after they had been exposed to well-formed consonant strings generated from an artificial regular grammar. We used an implicit acquisition paradigm in which the participants were exposed to positive examples. The objective of this studywas to investigate whether brain regions related to language processing overlap with the brain regions activated by the grammaticality classification task used in the present study. (...) Recent meta-analyses of functional neuroimaging studies indicate that syntactic processing is related to the left inferior frontal gyrus (Brodmann's areas 44 and 45) or Broca's region. In the present study, we observed that artificial grammaticality violations activated Broca's region in all participants. This observation lends some support to the suggestions that artificial grammar learning represents a model for investigating aspects of language learning in infants [TICS 4 (2000) 178] and adults [Proceedings of the National Academy of Sciences of United States of America 99 (2002) 529]. (shrink)

The role of intuition in scientific endeavor is examined through the lens of three philosophers/historians of science—Karl Popper, Thomas Kuhn, and Gerald Holton. All three attribute an important role to imagination/intuition in scientific endeavor. As a case study, the article examines the controversy between the generally accepted Vesicular Sequestration/Exocytosis Model of pancreatic digestive enzyme secretion and an alternative view called the Equilibrium Model. It highlights the intertwining of intuition and reason in the genesis of the Equilibrium Model developed in response (...) to findings that could not readily be explained by the consensus view. It suggests that tacit knowledge/understanding works in conjunction with philosophical and aesthetic presuppositions that function to a greater or lesser extent below awareness. Together they guide judgments about whether falsification has occurred and help frame alternative theories. (shrink)

The concept of tacit knowledge is widely used in social sciences to refer to all those knowledge that cannot be codified and have to be transferred by personal contacts. All this literature has been affected by two kind of biases : (1) the interest has been focused more on the result (tacit knowledge) than on the process (implicit learning); (2) tacit knowledge has been somehow reduced to physical skills or know-how; other possible forms of tacit knowledge have been neglected. These (...) two biases seem interconnected one with each other. A greater consideration of the role and relevance of implicit learning allows us to consider tacit knowledge as something more than pure physical skills or know how. This is the first step in order to develop more detailed categorisation of the different forms that tacit knowledge can assume. (shrink)