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    The Dynamics of Implicit and Explicit Knowledge Acquisition: An Examination of Bases of Human Learning

    Cover for The Dynamics of Implicit and Explicit Knowledge Acquisition: An Examination of Bases of Human Learning
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    View/Open: Weinberger_georgetown_0076D_14714.pdf (7.1MB) Bookview
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    View/Open: SI_study3.pdf (6.3MB) Bookview

    Creator
    Weinberger, Adam
    Advisor
    Green, Adam
    ORCID
    0000-0002-5115-1162
    Abstract
    Human learning relies on interrelated implicit and explicit systems. Extensive evidence indicates that implicitly learned information can become consciously-accessible (i.e., explicit). According to a number of theoretical accounts of human learning, this occurs by way of intuitions, which emerge from implicit learning experiences and, in turn, constrain the formation of subsequent explicit knowledge and beliefs. Similarly, information explicitly acquired can eventually be stored implicitly, allowing for greater automaticity. Across three studies, this dissertation investigates the interrelated operations of implicit and explicit systems. Study 1 examined the relationship between implicit learning of patterns/order within visuospatial sequences and belief in an intervening/ordering god. Results revealed that individuals who displayed stronger implicit pattern learning reported (i) stronger belief in an intervening/ordering god, and (ii) increased strength-of-belief from childhood to adulthood. Intuitions of universal order mediated these effects. In Study 2, the theorized relationship between implicit learning, intuitions, and explicit knowledge was more directly tested. Findings indicated that intuitions developed from implicit learning experiences prior to explicit knowledge. Further, the accuracy of explicit reports was significantly associated with intuition timing and accuracy. Superior implicit learning, however, was not correlated with intuition accuracy. Study 3 focused on putative neural mechanisms that facilitate learning. Key questions concerned whether functional modularity was associated with academic achievement. Additional analyses examined changes in implicit and explicit task-based connectivity following an extended period of classroom education. Results indicated that whole-brain modularity was significantly related to GPA, but no effect of learning on implicit and explicit task-based connectivity was observed. Implications and open questions pursuant to these findings are discussed.
    Description
    Ph.D.
    Permanent Link
    http://hdl.handle.net/10822/1060553
    Date Published
    2020
    Subject
    Consciousness; Explicit; Implicit; Learning; Modularity; Religion; Psychology; Psychology;
    Type
    thesis
    Publisher
    Georgetown University
    Extent
    180 leaves
    Collections
    • Graduate Theses and Dissertations - Psychology
    Metadata
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    Georgetown University Seal
    ©2009 - 2023 Georgetown University Library
    37th & O Streets NW
    Washington DC 20057-1174
    202.687.7385
    digitalscholarship@georgetown.edu
    Accessibility