Michael A. Stadler’s scientific contributions

The authors' view is that researchers interested in implicit learning should focus on the differential effects of implicit and explicit orientations on learning, rather than on attempts to demonstrate that learning is implicit in some absolute sense. We review ways of defining implicit learning and assumptions that may be used to construct measures of implicit learning and checks on explicit learning. We recommend an approach for studying implicit learning that is essentially the same as the one used by A. Melton, although it has been greatly refined since then. What we must do is establish conditions that make unlikely, and even rule out, the possibilitiy that Ss use intentional learning strategies so that we can see how implicit learning is different from explicit learning. (PsycINFO Database Record (c) 2012 APA, all rights reserved)