TY - JOUR
AU - Richardson-klavehn, Alan
AB - MEMORY, 1995.3 (I), 105-112 Book Reviews Berry, D.C. & Dienes, Z. (1993). Implicit learning: Theoretical and empirical issues. Hove, UK: Lawrence Erlbaum Associates Ltd. x + 197 pp. ISBN 0-86377-223-4. f19.95 (hbk). Implicit learning is once more fashionable in cognitive psychology. Over many years researchers such as AS. Reber have offered evidence suggesting that we may learn complex information without being aware of doing so. More recently, various controversies have arisen concerning the nature of implicit learning: is it really implicit, and if so, what exactly is learned? The debate is taking place at a high theoretical level, and the work of (particularly) Vokey, Brooks, and Perruchet is exciting even to those not directly involved. In this context the book under review is a timely contribution. The authors have each made substantial contributions to the field and here they bring together a disparate literature with implications for implicit learning. The book starts with a working characterisation. Implicit learning is described as having four key properties. First, it shows specificity of transfer, i.e. once a task is learned implicitly there is limited transfer to related tasks, and the knowledge is relatively inaccessible through free recall or forced-choice tests. Second, it 
TI - Implicit learning: Theoretical and empirical issues
JF - Memory
DO - 10.1080/09658219508251500
DA - 1995-03-01
UR - https://www.deepdyve.com/lp/taylor-francis/implicit-learning-theoretical-and-empirical-issues-0vhmRjKWVh
SP - 105
EP - 112
VL - 3
IS - 1
DP - DeepDyve
ER -