Aprendizaje implícitotres aproximaciones a la cuestión del aprendizaje sin conciencia

Resumo

The three main paradigms developed in implicit learning literature are revised in light of Reber�s (1993) recent definition of knowledge as the thing that is produced independently of a conscious intention to learn, and in absence of an explicit recognition of its results. The most relevant studies designed in each of these paradigms are described, and the degree in which each one fulfils these implicit learning criteria are discussed, concluding that the existence of implicit learning would have been demonstrated only in the sequential learning paradigm. Recent attempts to provide computational models of the mechanisms that underlie this learning are finally pointed out as an alternative approach to the same problem of marking the boundaries of this non-conscious, associative learning process, that could help us to understand the nature of these processes, by showing the way in which complexity could arise in the human cognitive system from more simple, unconscious computational processes.