Abstract
AbstractThis article aims to continue the debate on how explicit, conscious knowledge can arise in an implicit learning situation. We review hitherto existing theoretical views and evaluate their compatibility with two current, successful scientific concepts of consciousness: The Global Workspace Theory and Higher-Order Thought Theories. In this context, we introduce the Unexpected Event Hypothesis (Frensch et al., Attention and implicit learning, John Benjamins Publishing Company, 2003) in an elaborated form and discuss its advantage in explaining the emergence of conscious knowledge in an implicit learning situation.
Funder
Deutsche Forschungsgemeinschaft
Universität zu Köln
Publisher
Springer Science and Business Media LLC
Subject
Arts and Humanities (miscellaneous),Developmental and Educational Psychology,Experimental and Cognitive Psychology,General Medicine
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