Dissociating Explicit and Implicit Category Knowledge with fMRI

Dissociating explicit and implicit category knowledge with fMRI.

Neuroimaging of healthy volunteers identified separate neural systems supporting the expression of category knowledge depending on whether the learning mode was intentional or incidental. The same visual category was learned either intentionally or implicitly by two separate groupsof participants. During a categorization test, functional magnetic resonance imaging (fMRI) was used to compare bra...

Implicit and Explicit Category Learning 1 Running head: Evidence for Implicit and Explicit Category Learning Reevaluating Dissociations Between Implicit and Explicit Category Learning: An Event-Related fMRI Study

Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners

Although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (SLA), little research has addressed the effects of instructional interventions on the two knowledge types (R. Ellis, 2005).This study examined the relative effectiveness of explicit and implicit types of form-focused instruction (FFI) on the acquisit...

Implicit and Explicit Instruction and EFL Learners’ Implicit Knowledge Development: Evidence from Word Monitoring Task

Research on the effect of implicit and explicit instruction on developing learners’ explicit knowledge by the use of measures of explicit knowledge abounds in the literature. However, measuring learners’ implicit knowledge employing fine-grained measures has rarely been the concern of researchers in the field. Therefore, the present study is an attempt to scrutinize the effectiveness of implici...

Development of implicit and explicit category learning.

We present two studies that examined developmental differences in the implicit and explicit acquisition of category knowledge. College-attending adults consistently outperformed school-age children on two separate information-integration paradigms due to children's more frequent use of an explicit rule-based strategy. Accuracy rates were also higher for adults on a unidimensional rule-based tas...