This paper considers how implicit and explicit knowledge are dissociable but cooperative. It reviews various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning. The interface is dynamic: It happens transiently during conscious processing, but the influence upon implicit cognition endures thereafter. The primary conscious involvement in SLA is the explicit learning involved in the initial registration of pattern recognizers for constructions that are then tuned and integrated into the system by implicit learning during subsequent input processing. Neural systems in the prefrontal cortex involved in working memory provide attentional selection, perceptual integration, and the unification of consciousness. Neural systems in the hippocampus then bind these disparate cortical representations into unitary episodic representations. These are the mechanisms by which Schmidt's (1990) noticing helps solve Quine's (1960) problem of referential indeterminacy. Explicit memories can also guide the conscious building of novel linguistic utterances through processes of analogy. Formulas, slot-and-frame patterns, drills, and declarative pedagogical grammar rules all contribute to the conscious creation of utterances whose subsequent usage promotes implicit learning and proceduralization. Flawed output can prompt focused feedback by way of recasts that present learners with psycholinguistic data ready for explicit analysis. Other processes of acquisition from output include differentiation, analysis, and preemption. These processes of conscious construction in working memory underpin relationships between individual differences in working memory capacities and language learning aptitude.Thanks to Rod Ellis for first suggesting that I try to write this and to the staff and students at Department of Applied Language Studies and Linguistics University of Auckland (2003), the TESOL Program Temple University Japan (2003), the Chester Language Development Reading Group, and the LOT winter school (2004) for helping me think it through. I am particularly grateful to Michel Paradis, Michael Swan, Karen Roehr, Anne Feryok, and Tamar Keren-Portnoy for pointing their giant biological cameras of consciousness at a prior draft, and for sharing their awareness with me in kindly and constructive fashion. I have learned a lot from it.

/pdf/at-the-interface-dynamic-interactions-of-explicit-and-4qg2mcgi6s.pdf

心理学原理 = The principles of psychology

At the interface: dynamic interactions of explicit and implicit language knowledge

Study of attitudes and persuasion remains a defining characteristic of contemporary social psychology. This review outlines recent advances, with emphasis on the relevance of today's work for perennial issues. We reiterate the distinction between attitude formation and change, and show its relevance for persuasion. Single- and dual-process models are discussed, as are current views on dissonance theory. Majority and minority influence are scrutinized, with special emphasis on integrative theoretical innovations. Attitude strength is considered, and its relevance to ambivalence and resistance documented. Affect, mood, and emotion effects are reviewed, especially as they pertain to fear arousal and (un)certainty. Finally, we discuss attitude-behavior consistency, perhaps the reason for our interest in attitudes in the first place, with emphasis on self-interest and the theory of planned behavior. Our review reflects the dynamism and the reach of the area, and suggests a sure and sometimes rapid accumulation of knowledge and understanding.

/pdf/attitudes-and-persuasion-qtilm1a0we.pdf

Attitudes and persuasion.

The unconscious mind is still viewed by many psychological scientists as the shadow of a “real” conscious mind, though there now exists substantial evidence that the unconscious is not identifiably less flexible, complex, controlling, deliberative, or action-oriented than is its counterpart. This “conscious-centric” bias is due in part to the operational definition within cognitive psychology that equates unconscious with subliminal. We review the evidence challenging this restricted view of the unconscious emerging from contemporary social cognition research, which has traditionally defined the unconscious in terms of its unintentional nature; this research has demonstrated the existence of several independent unconscious behavioral guidance systems: perceptual, evaluative, and motivational. From this perspective, it is concluded that in both phylogeny and ontogeny, actions of an unconscious mind precede the arrival of a conscious mind—that action precedes reflection.

The Unconscious Mind

A model for visual recall tasks was presented in terms of visual information storage (VIS), scanning, rehearsal, and auditory information storage (AIS). It was shown first that brief visual stimuli...

A model for visual memory tasks.

http://science.sciencemag.org/content/sci/133/3446/80.full.pdf

心理学原理 = The principles of psychology

Citations

At the interface: dynamic interactions of explicit and implicit language knowledge

Attitudes and persuasion.

The Unconscious Mind

A model for visual memory tasks.

To Honor Fechner and Repeal His Law: A power function, not a log function, describes the operating characteristic of a sensory system