9 found
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  1.  29
    Hilde Haider, Alexandra Eichler & Thorsten Lange (2011). An Old Problem: How Can We Distinguish Between Conscious and Unconscious Knowledge Acquired in an Implicit Learning Task? Consciousness and Cognition 20 (3):658-672.
    A long lasting debate in the field of implicit learning is whether participants can learn without acquiring conscious knowledge. One crucial problem is that no clear criterion exists allowing to identify participants who possess explicit knowledge. Here, we propose a method to diagnose during a serial reaction time task those participants who acquire conscious knowledge. We first validated this method by using Stroop-like material during training. Then we assessed participants’ knowledge with the Inclusion/Exclusion task and the wagering task . Both (...)
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  2.  1
    Hilde Haider, Katharina Eberhardt, Alexander Kunde & Michael Rose (2013). Implicit Visual Learning and the Expression of Learning. Consciousness and Cognition 22 (1):82-98.
    Although the existence of implicit motor learning is now widely accepted, the findings concerning perceptual implicit learning are ambiguous. Some researchers have observed perceptual learning whereas other authors have not. The review of the literature provides different reasons to explain this ambiguous picture, such as differences in the underlying learning processes, selective attention, or differences in the difficulty to express this knowledge. In three experiments, we investigated implicit visual learning within the original serial reaction time task. We used different response (...)
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  3.  12
    Hilde Haider & Peter A. Frensch (2005). The Generation of Conscious Awareness in an Incidental Learning Situation. Psychological Research/Psychologische Forschung 69 (5):399-411.
  4.  10
    Hilde Haider, Peter A. Frensch & Daniel Joram (2005). Are Strategy Shifts Caused by Data-Driven Processes or by Voluntary Processes? Consciousness and Cognition 14 (3):495-519.
    The present research investigates the role of voluntary, conscious processing in strategy change. In 2 experiments, we address whether the switch to a new strategy is the result of data - driven, automatic processes or of voluntary processes. Experiment 1 demonstrates that participants performing an alphabet verification task are able to transfer a newly adopted strategy to dissimilar information never encountered before, verbally describe the task regularity that allows for the generation and application of the new strategy immediately after the (...)
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  5.  8
    Hilde Haider & Peter A. Frensch (1999). Information Reduction During Skill Acquisition: The Influence of Task Instruction. Journal of Experimental Psychology: Applied 5 (2):129.
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  6.  28
    Michael Rose, Hilde Haider & Christian Büchel (2005). Unconscious Detection of Implicit Expectancies. Journal of Cognitive Neuroscience 17 (6):918-927.
  7.  1
    Christoph Stahl, Marius Barth & Hilde Haider (2015). Distorted Estimates of Implicit and Explicit Learning in Applications of the Process-Dissociation Procedure to the SRT Task. Consciousness and Cognition 37:27-43.
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  8.  1
    Peter A. Frensch, Hilde Haider, D. Rünger, Uwe Neugebauer, Sabine Voigt & Jana Werg (2003). The Route From Implicit Learning to Verbal Expression of What has Been Learned. In Luis Jimenez (ed.), Attention and Implicit Learning. John Benjamins 335.
  9. Hilde Haider, Peter A. Frensch, Daniel Joram, Anna Abraham, Sabine Windmann, Irene Daum, Onur Güntürkün, Todd E. Feinberg, Julian Paul Keenan & John D. Eastwood (2005). Cristina Becchio, Cesare Bertone. The Ontology of Neglect. Consciousness and Cognition 14:426-427.
     
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