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- Publisher Website: 10.1016/j.lindif.2012.10.014
- Scopus: eid_2-s2.0-84871919597
- WOS: WOS:000314258200036
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Article: Thinking styles in implicit and explicit learning
Title | Thinking styles in implicit and explicit learning |
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Authors | |
Keywords | Implicit learning Explicit learning Thinking styles |
Issue Date | 2013 |
Citation | Learning and Individual Differences, 2013, v. 23, n. 1, p. 267-271 How to Cite? |
Abstract | This study investigated whether individual differences in thinking styles influence explicit and implicit learning. Eighty-seven university students in China participated in this study. Results indicated that performance in the explicit learning condition was positively associated with Type I thinking styles (i.e. legislative and liberal styles) and the internal style and negatively associated with a Type II thinking style (i.e. conservative style) and the external style. There was no significant relationship between thinking styles and performance in the implicit learning condition. Taken together, these findings suggest that implicit and explicit learning are distinct, each influenced by different individual difference variables. It also provides support to the value-laden nature of styles, giving further evidence to the adaptiveness of Type I over Type II styles. © 2012 Elsevier Inc. |
Persistent Identifier | http://hdl.handle.net/10722/302151 |
ISSN | 2023 Impact Factor: 3.8 2023 SCImago Journal Rankings: 1.640 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Xie, Qiuzhi | - |
dc.contributor.author | Gao, Xiangping | - |
dc.contributor.author | King, Ronnel B. | - |
dc.date.accessioned | 2021-08-30T13:57:54Z | - |
dc.date.available | 2021-08-30T13:57:54Z | - |
dc.date.issued | 2013 | - |
dc.identifier.citation | Learning and Individual Differences, 2013, v. 23, n. 1, p. 267-271 | - |
dc.identifier.issn | 1041-6080 | - |
dc.identifier.uri | http://hdl.handle.net/10722/302151 | - |
dc.description.abstract | This study investigated whether individual differences in thinking styles influence explicit and implicit learning. Eighty-seven university students in China participated in this study. Results indicated that performance in the explicit learning condition was positively associated with Type I thinking styles (i.e. legislative and liberal styles) and the internal style and negatively associated with a Type II thinking style (i.e. conservative style) and the external style. There was no significant relationship between thinking styles and performance in the implicit learning condition. Taken together, these findings suggest that implicit and explicit learning are distinct, each influenced by different individual difference variables. It also provides support to the value-laden nature of styles, giving further evidence to the adaptiveness of Type I over Type II styles. © 2012 Elsevier Inc. | - |
dc.language | eng | - |
dc.relation.ispartof | Learning and Individual Differences | - |
dc.subject | Implicit learning | - |
dc.subject | Explicit learning | - |
dc.subject | Thinking styles | - |
dc.title | Thinking styles in implicit and explicit learning | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.lindif.2012.10.014 | - |
dc.identifier.scopus | eid_2-s2.0-84871919597 | - |
dc.identifier.volume | 23 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 267 | - |
dc.identifier.epage | 271 | - |
dc.identifier.eissn | 1873-3425 | - |
dc.identifier.isi | WOS:000314258200036 | - |