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Investigating Individual Differences in Implicit Learning
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Investigating Individual Differences in Implicit Learning. |
| 개인저자 | Thompson, Kelsey R. |
| 단체저자명 | Northwestern University. Psychology. |
| 발행사항 | [S.l.]: Northwestern University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 109 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-11B(E). Dissertation Abstract International |
| ISBN | 9780438116139 |
| 학위논문주기 | Thesis (Ph.D.)--Northwestern University, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: B.
Adviser: Paul J. Reber. |
| 요약 | Memory systems research has established the importance of two distinct types of memory systems in the brain: explicit and implicit. While a robust literature exists on individual differences in the explicit domain (Chapter 3), research on indivi |
| 요약 | Furthermore, researchers who study the types of real-world skill learning that implicit learning is thought to support have argued in favor of individual differences. In particular, consideration of the nature of skill expertise has led some to |
| 요약 | In my own research using an implicit sequence learning task, I have found that altering participants' mental state (e.g., depleting mental resources, inducing a particular motivational state) can impact the expression of implicit knowledge, prov |
| 일반주제명 | Psychology. Cognitive psychology. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
