Using regulatory focus to explore implicit and explicit processing in concept learning

Journal of Consciousness Studies 14 (9-10):132-155 (2007)

Abstract

Complex cognitive processes like concept learning involve a mixture of redundant explicit and implicit processes that are active simultaneously. This aspect of cognitive architecture creates difficulties in determining the influence of consciousness on processing. We propose that the interaction between an individual's regulatory focus and the reward structure of the current task influences the degree to which explicit processing is active. Thus, by manipulating people's motivational state and the nature of the task they perform, we can vary the influence of conscious processing in cognitive performance. We demonstrate the utility of this view by focusing on studies in which people acquire new perceptual concepts by learning to classify them. This technique will allow us to better tease apart the roles of explicit and implicit processing in a variety of cognitive tasks.

Download options

PhilArchive



    Upload a copy of this work     Papers currently archived: 72,805

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Analytics

Added to PP
2009-01-28

Downloads
29 (#399,324)

6 months
1 (#386,499)

Historical graph of downloads
How can I increase my downloads?

References found in this work

No references found.

Add more references

Citations of this work

No citations found.

Add more citations

Similar books and articles

Implicit Versus Explicit: An ACT-R Learning Perspective.Niels A. Taatgen - 1999 - Behavioral and Brain Sciences 22 (5):785-786.