Biomedical subjects

A S Reber

Publications and source records attributed to A S Reber.

3 recordsLinked to original sources

PubMed1991

Implicit and explicit learning: individual differences and IQ.

We explored the degree to which individual differences in performance were observed in a group of subjects who worked with two different tasks: one implicit and one explicit. The implicit task was a standard artificial grammar-learning task; the explicit was a series-completion problem-solving task. Substantial individual differences were found between subjects on the explicit task; relatively small individual differences were found on the implicit task. Moreover, performance on the explicit task correlated strongly with intelligence quotient, but performance on the implicit task did not. Data from previous experiments were also found to be in agreement with these results. The findings are presented in the context of a general theory of implicit learning proposed recently by Reber (1989a, in press) that derives from considerations of the evolution of cognitive processes. This evolutionary model argues that unconscious, implicit induction systems are evolutionarily older and antedate conscious, explicit learning processes, and that this antiquity carries with it particular patterns of function that differentiate implicit processes from explicit processes.

Humans↗

PubMed1989

More thoughts on the unconscious: reply to Brody and to Lewicki and Hill.

Brody (1989) and Lewicki and Hill (1989) present commentaries on my central thesis (Reber, 1989) that there exist powerful induction routines that operate largely independently of awareness and yield rich and complex tacit knowledge that resists attempts to make it conscious, although these commentaries are of dramatically different kinds. Because there is a fairly clear basis of agreement between Lewicki and Hill and the points that I made, this reply deals almost entirely with the issues raised by Brody. The focus is on two classes of issues: (a) those of a methodological nature that surround the general problem of doing experiments on unconscious cognition and (b) those that derive from considerations of evolutionary biology that provide a basis for arguing that implicit operations are primary and form the foundation for conscious processes.

Concept Formation↗

PubMed1988

Implicit learning: robustness in the face of psychiatric disorders.

The performance of a group of psychiatric inpatients on two different cognitive tasks was compared with that of a control group of college undergraduates. The task in the first experiment was implicit learning of a complex, synthetic grammar; the task in the second experiment was explicit learning of relatively simple letter-to-number matching rules. In the first experiment, differences between the normals and the psychiatrically impaired were found on the preliminary memorization task but not on the implicit grammar learning task; in the second experiment, differences were observed on all phases of the experiment, with the inpatients performing no better than chance. These findings provide support for the hypothesis that, under appropriate conditions, individuals suffering from serious disorders may show no deficits when working with complex and abstract stimulus domains while showing serious performance problems when working with relatively simple, concrete stimuli. The key factor is that the former were presented as tasks that tap nonreflective, implicit processes, whereas the latter were put forward as ones that recruit conscious, explicit processes.

Adult↗