ABSTRACT
Implicit learning, as it is known, has aroused increasing interest, both in relation to normal subjects and neuropsychological patients. In fact, understanding the processes involved in implicit learning, and its relationship to explicit learning, have become central goals in current cognitive psychology. Implicit learning has been investigated in a wide range of experimental paradigms, including the control of complex systems, artificial grammar learning, and sequence learning. Critics have argued that many of the findings are unacceptable because of the inadequate methodology used in establishing the absence of awareness. The majority of implicit memory research has been concerned with the phenomenon of direct or repetition priming that is facilitation in the processing of a stimulus as a function of an encounter with the same stimulus. The chapter also presents an overview of the key concepts discussed in this book.
