7 found
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Robert C. Mathews [5]Robert Mathews [2]Robert Elden Mathews [1]
  1.  9
    Abstractness of Implicit Grammar Knowledge: Comments on Perruchet and Pacteau's Analysis of Synthetic Grammar Learning.Robert C. Mathews - 1990 - Journal of Experimental Psychology: General 119 (4):412-416.
  2. Modeling Meta-Cognition in a Cognitive Architecture.Ron Sun, Xi Zhang & Robert Mathews - unknown
    This paper describes how meta-cognitive processes (i.e., the self monitoring and regulating of cognitive processes) may be captured within a cognitive architecture Clarion. Some currently popular cognitive architectures lack sufficiently complex built-in meta-cognitive mechanisms. However, a sufficiently complex meta-cognitive mechanism is important, in that it is an essential part of cognition and without it, human cognition may not function properly. We contend that such a meta-cognitive mechanism should be an integral part of a cognitive architecture. Thus such a mechanism has (...)
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  3. Effects of Model-Based and Memory-Based Processing on Speed and Accuracy of Grammar String Generation.Robert C. Mathews & Ron Sun - unknown
    Learners are able to use 2 different types of knowledge to perform a skill. One type is a conscious mental model, and the other is based on memories of instances. The authors conducted 3 experiments that manipulated training conditions designed to affect the availability of 1 or both types of knowledge about an artificial grammar. Participants were tested for both speed and accuracy of their ability to generate letter sequences. Results indicate that model-based training leads to slow accurate responding. Memorybased (...)
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  4.  53
    Implicit Cognition, Emotion, and Meta-Cognitive Control.Ron Sun & Robert C. Mathews - 2012 - Mind and Society 11 (1):107-119.
    The goal of this research is to understand the interaction of implicit and explicit psychological processes in dealing with emotional distractions and meta-cognitive control of such distractions. The questions are how emotional and meta-cognitive processes can be separated into implicit and explicit components, and how such a separation can be utilized to improve self-regulation of emotion, which can have significant theoretical and practical implications.
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  5.  3
    The Forgetting Algorithm: How Fragmentary Knowledge of Exemplars Can Abstract Knowledge.Robert C. Mathews - 1991 - Journal of Experimental Psychology: General 120 (1):117-119.
  6.  5
    Automatic Abstraction of Stimulus Structure From Episodes: Comment on Whittlesea and Dorken.Robert C. Mathews & Lewis G. Roussel - 1993 - Journal of Experimental Psychology: General 122 (3):397-400.
  7. The Symposium on the Synergy Between Implicit and Explicit Learning Processes.Robert Mathews & Ron Sun - unknown
    Implicit processes are thought to be relatively fast, inaccessible, holistic, and imprecise, while explicit processes are slow, accessible and precise (e.g., Reber, 1989, Sun 2002). This dichotomy is closely related to some other well-known dichotomies including symbolic versus subsymbolic processing (Rumelhart et al., 1986), conceptual versus subconceptual processing (Smolensky, 1988), and conscious versus unconscious processing (Jacoby et al., 1994). This dichotomy has been justified by extensive studies of implicit and explicit learning, implicit and explicit memory, and implicit versus explicit metacognition (...)
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