THE INTERACTION OF EXPLICIT AND IMPLICIT KNOWLEDGE IN THE PROCESS OF SEQUENCES LEARNING


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Abstract

The paper covers the issue of the interaction of explicit and implicit knowledge. The goal of the research is to discover experimentally the influence of implicit knowledge on the effectiveness of tasks decision in various conditions. To conduct the experiment, the technique of “sequences learning” was used. The procedure included the training and testing phases. During the training phase, the authors gave the participants of the experimental groups the 2×2 matrix. The sequence of both color stimuli and color sectors was specified by the experimenter and was repeated several times. The participants should remember the sequence of colors interchange. Within the testing phase, the conditions in various experimental groups differed. These conditions specified the variation of tasks related to the acquisition of rules set both explicitly and implicitly. Thus, the states of the independent variable in the experimental design were specified by the variation of the combination of sequences creation rules learned consciously and unconsciously. The results showed that the quantity of cycles of sequence presentation during the training phase is the significant factor influencing the effectiveness of implicit memorization. The other significant factor determining the result obtained is the task change. The task of the training phase was related to the sequences memorization, while the decision of test task supposed the sensorimotor reaction. As for the control group participants, they did not undergo the training phase; therefore, they did not have any task change. Probably, this factor provided the distinction of the results in control group from the results in all experimental groups, where, contrary to the aprioristic expectations, the reaction time was more, than in the control group. The results of the research made the substantial contribution to the understanding of conditions of the implicit knowledge formation. Moreover, the results obtained can be useful for further development of the experiments with the application of “sequences learning” technique.

About the authors

Yuriy Egorovich Shilov

Samara S.P. Korolev National Research University, Samara

Author for correspondence.
Email: sheloves@samsu.ru

PhD (Psychology), assistant professor of Chair of general psychology

Russian Federation

Alena Pavlovna Kryukova

Samara S.P. Korolev National Research University, Samara

Email: kryukova.1991@bk.ru

postgraduate student of Chair of general psychology

Russian Federation

Sergey Nikolaevich Burmistrov

Samara S.P. Korolev National Research University, Samara

Email: burm33@mail.ru

assistant of Chair of general psychology

Russian Federation

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