What triggers explicit awareness in implicit sequence learning? Implications from theories of consciousness
S. Esser, Clarissa Lustig, H. Haider
Psychological Research September 29, 2021 DOI: 10.1007/s00426-021-01594-3 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Key points | Argues that the elaborated Unexpected Event Hypothesis provides a better explanation than existing views for how explicit knowledge arises from implicit learning, particularly when evaluated against Global Workspace Theory and Higher-Order Thought Theories. |
Abstract
This article aims to continue the debate on how explicit, conscious knowledge can arise in an implicit learning situation. We review hitherto existing theoretical views and evaluate their compatibility with two current, successful scientific concepts of consciousness: The Global Workspace Theory and Higher-Order Thought Theories. In this context, we introduce the Unexpected Event Hypothesis (Frensch et al., Attention and implicit learning, John Benjamins Publishing Company, 2003) in an elaborated form and discuss its advantage in explaining the emergence of conscious knowledge in an implicit learning situation.
Citations in the library
Cited by 2
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