Unspoken Knowledge: Implicit Learning of Structured Human Dance Movement

Autor/inn/en	Opacic, Tajana; Stevens, Catherine; Tillmann, Barbara
Titel	Unspoken Knowledge: Implicit Learning of Structured Human Dance Movement
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 35 (2009) 6, S.1570-1577 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0017244
Schlagwörter	Control Groups; Dance; Short Term Memory; Motion; Prior Learning; Human Body; Adults; Comparative Analysis; Familiarity; Cognitive Psychology; Learning Processes; Experimental Psychology; College Students; Foreign Countries; Stimuli; Video Technology; Australia + Suchen Sie Ihr Suchwort? Tanz; Kurzzeitgedächtnis; Bewegungsablauf; Vorkenntnisse; Menschlicher Körper; Kognitive Psychologie; Learning process; Lernprozess; Experimentelle Psychologie; Collegestudent; Ausland; Anreizsystem; Australien
Abstract	The sequencing of dance movements may be thought of as a grammar. We investigate implicit learning of regularities that govern sequences of unfamiliar, discrete dance movements. It was hypothesized that observers without prior experience with contemporary dance would be able to learn regularities that underpin structured human movement. Thirty-one adults were assigned to either an exposure or a control group. Exposure consisted of 22 grammatical 3-, 4-, and 5-movement sequences presented twice in random order; sequence duration ranged from 9 to 19 s. In a test phase, exposure and control groups identified previously unseen sequences as grammatical or ungrammatical, and rated confidence of judgment. The exposure group selected significantly more new grammatical sequences in the test phase than the control group. In addition, for the exposure group, the zero correlation criterion, wherein no relation between confidence and accuracy indicates unconscious knowledge, was satisfied. Through exposure, novice observers can learn a grammar that governs the sequencing of dance movements. This has implications for implicit learning of long sequences, working memory, and the development of expectations through exposure to contemporary dance. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10