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" Conscious and unconscious : "
Mealor, Andrew D.
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Latin Dissertation
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| Record Number
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1092489
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TLets809666
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| Main Entry
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Mealor, Andrew D.
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| Title & Author
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Conscious and unconscious :\ Mealor, Andrew D.
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| College
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University of Sussex
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| Date
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2013
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| student score
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2013
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| Degree
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Ph.D.
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| Abstract
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The extent to which conscious and unconscious mental processes contribute to our experiences of learning and the subsequent knowledge has been subject to great debate. Dual process theories of implicit learning and recognition memory bear many resemblances, but there are also important differences. This thesis uses subjective measures of awareness to explore these themes using the artificial grammar learning (AGL) and remember/know (R/K) procedures. Firstly, the relationship between response times associated with intuition and familiarity based responding (conscious judgment of unconscious structural knowledge) compared to rule and recollection based responding (conscious structural knowledge) in AGL were found to be strikingly similar to remembering and knowing; their R/K analogues. However, guessing (unconscious judgment knowledge) was also distinct from intuition and familiarity based responding. Secondly, implicit learning in AGL was shown to occur at test, which would not be expected in R/K. Finally, wider theories of cognition, unconscious thought and verbal overshadowing, were shown to have measurable effects on AGL and R/K respectively. The approach used in this thesis shows the merits of both in-depth analysis within a given method combined with the synthesis of seemingly disparate theories. This thesis has built upon the important distinction between conscious and unconscious structural knowledge but also suggests the conscious-unconscious division for judgment knowledge may be as important. Implicit learning and recognition memory tasks differ in the kinds of mental processes that subjective measures are sensitive toward; particularly so in situations where judgment knowledge is unconscious. Different theories and methods divide nature in different ways; the conscious-unconscious judgment distinction may prove an important one.
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| Subject
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B Philosophy. Psychology. Religion; BF0309 Consciousness. Cognition Including learning, attention, comprehension, memory, imagination, genius, intelligence, thought and thinking, psycholinguistics, mental fatigue; BF1031 Psychic research. Psychology of the conscious
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| Added Entry
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University of Sussex
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