title: Implicit Learning in Dyadic Interaction
metadata.name: dc.contributor.author
metadata.value: Tikhonov, R. V.
metadata.lang: -
metadata.name: dc.contributor.author
metadata.value: Moroshkina, N. V.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2017-03-14T12:46:47Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2017-03-14T12:46:47Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2016-12
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Tikhonov R. V., Moroshkina N. V. Implicit Learning in Dyadic Interaction Vestnik SPbSU. Series 16. Psychology. Education, 2016, issue 4, pp. 75–87.
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: 10.21638/11701/spbu16.2016.406
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/6027
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: The study examined the effect of dyadic interaction on the use of implicit knowledge in a perceptual categorization task. In the first phase, participants memorized images of the target category. In the second and the third phases they categorized new stimuli. In the dyadic condition the second phase was held in a pair, and the third phase individually. In the individual condition participants completed all three phases on their own. Implicit knowledge was observed in both groups, but its stability was higher after work in pairs. Awareness of the implicit rule in both conditions was low, however participants of the dyadic condition mentioned less irrelevant characteristics of stimuli in the postexperimental questionnaire. The results indicate that dyadic interaction promotes the use of implicit knowledge.  Refs 23. Figs 1. Tables 3.
metadata.lang: en_GB
metadata.name: dc.description.sponsorship
metadata.value: Исследование выполнено при финансовой поддержке РГНФ, проект № 15-36-01355.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: ru
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Vestnik of St Petersburg University. Series 16. Psychology and Education;Issue 4
metadata.lang: -
metadata.name: dc.subject
metadata.value: implicit learning
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: perceptual categorization
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: verbal overshadowing
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: dyadic interaction
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: group judgments
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: social verification
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: Implicit Learning in Dyadic Interaction
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 06-Tikhonov.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/6027/1/06-Tikhonov.pdf
resources.format: Adobe PDF
resources.size: 751,55 kB