Implicit Learning of Nonlocal Musical Rules: Implicitly Learning More Than Chunks

Autor/inn/en	Kuhn, Gustav; Dienes, Zoltan
Titel	Implicit Learning of Nonlocal Musical Rules: Implicitly Learning More Than Chunks
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 31 (2005) 6, S. 1417-1432 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Forschungsbericht; Learning Processes; Music; Cognitive Processes; Learning Theories; Sequential Learning; Testing + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Musik; Cognitive process; Kognitiver Prozess; Learning theory; Lerntheorie; Didaktische Sequenzierung; Lernsequenz; Testdurchführung; Testen
Abstract	Dominant theories of implicit learning assume that implicit learning merely involves the learning of chunks of adjacent elements in a sequence. In the experiments presented here, participants implicitly learned a nonlocal rule, thus suggesting that implicit learning can go beyond the learning of chunks. Participants were exposed to a set of musical tunes that were all generated using a diatonic inversion. In the subsequent test phase, participants either classified test tunes as obeying a rule (direct test) or rated their liking for the tunes (indirect test). Both the direct and indirect tests were sensitive to knowledge of chunks. However, only the indirect test was sensitive to knowledge of the inversion rule. Furthermore, the indirect test was overall significantly more sensitive than the direct test, thus suggesting that knowledge of the inversion rule was below an objective threshold of awareness. (Author).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10