implicit learning theories

• implicit learning theories?

  individuals acquire knowledge and skills without being consciously aware of the learning process. implicit learning is more automatic than explicit and tends to occur through exposure patterns and regularities in the environment
• unconscious learning: implicit learning occurs without conscious awareness or intentional effort on the part of the learner. individuals may acquire information simply by being exposed to it over time
• pattern recognition: implicit learning often involves the recognition of patterns and regularities in the environment. this can include linguistic patterns, motor skills, and other complex behaviours
• skill acquisition: implicit learning is associated with the acquisition of skills, such as playing a musical instrument, riding a bike, or mastering a sport. people may become proficient in these activities without being able to articulate the specific rules or strategies involved.
• incidental learning: implicit learning can occur incidentally, meaning that individuals acquire knowledge without explicit instruction or awareness of the learning process. this contrasts with explicit learning, which typically involves conscious instruction and deliberate practice
• Subconscious Processing: Implicit learning is thought to involve subconscious processing of information. The learner may not be able to express what they have learned verbally, but their behavior or performance may demonstrate the acquired knowledge.
• Cognitive Neuroscience: Research in cognitive neuroscience has explored the neural mechanisms underlying implicit learning. Brain areas such as the basal ganglia and certain regions of the cerebral cortex are believed to play a role in implicit learning processes.
• Role in Development: Implicit learning is considered to be an important aspect of cognitive development, especially in early childhood. Children often acquire language and social norms implicitly through exposure to their environment.
• Limitations of Implicit Learning: While implicit learning can lead to rapid skill acquisition, it also means that some aspects of learning may remain unconscious and difficult to verbalize or explain.
• why implic theories of intelligence are important

  • drive the way in which people perceive and evaluate their own intelligence and that of others
  • explicit theories are wrong and may provide useful avenues to research
  • implicit theories of intelligence can elucidate theories around psychological constructs, such as the development of intelligence and cross cultural aspect of intelligence
• sternberg found 3 dimensions of intelligence among this sample

  1. practical problem solving
  2. verbal ability
  3. social competence
• practical problem solving:

  this is the ability to be practical and logical in regard to problems. demonstrates an ability to analyse situations and engage in decision-making processes, that involves reasoning. Able to think around a situation, create viewpoints, and present possible solutions to problems
• verbal ability: this is the ability to express yourself and converse with others confidently and with some eloquence. understand correct meanigns for words, and able to talk to others in ways that others understand. when explaining difficult concept, ability to translate to simple examples, to explain that concept
• social competence: this ability refers to skills necessary to be accepted and fulfilled socially. understanding, competency, and motivation in terms of themselves and others. good interpersonal skills, and a good balance between independence and interdependence with others, show personal responsibility and show positive regard for others
• in western cultures, researchers suggest there is an emphasis on the speed of mental processing and the ability to gather, assimilate and sort information quickly and efficiently
• siegler and richards compared implicit theories of intelligence among U.S.A adults for 4 different stages of the life-span

  • at 6 months old, recognise people and objects, show signs of motor coordination, show levels of awareness and make some verbalisation
  • at 2 years thought to comprise verbal ability, ability to learn, awareness of people and the environment, motor coordination and curiosity
  • at 10 years, to consist of verbal ability, learning, problem solving, reasoning and creativity
  • adults, problem solving, verbal ability, reasoning, learning and creativity
• fry compared implicit theories of intelligence at 3 stages of educational development

  -at primary levels, social variables such as. popularity, friendliness, respect of rules and order, and an interest in the environment were seen as most important
• fry

  • at secondary school, energy and verbal fluency were seen as most important
• fry

  at tertiary levels of educations, logical thinking, broad knowledge, reasons and the ability to deal maturely and effectively with problems was seen as intelligence
• yussen and kane interviewed 71 11-16 yr olds about their beliefs of intelligence

  • older students categorised intelligence into academic, social and physical intelligence
  • younger students did not differentiate between these aspects and thought intelligence as one dimension
  • yussen and kane though found all the students considered knowledge to be central to intelligence, but odler students reported academic skills were more important to intelligence that social skills
• entity theory of intelligence

  • intelligence is fixed and does not change.
  • innate
  • overall intelligence and their innate abilities around intelligence remain the same
• incremental theory of intelligence (dweck)

  • intelligence not fixed, it can change
  • factors such as effort and persistence in learning can change individuals intelligence