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Implicit cognition refers to cognitive processes that occur outside conscious awareness or conscious control. [1] This includes domains such as learning, perception, or memory which may influence a person's behavior without their conscious awareness of those influences. [2]
Implicit cognition is everything one does and learns unconsciously or without any awareness that one is doing it. An example of implicit cognition could be when a person first learns to ride a bike: at first they are aware that they are learning the required skills. After having stopped for many years, when the person starts to ride the bike again they do not have to relearn the motor skills required, as their implicit knowledge of the motor skills [3] takes over and they can just start riding the bike as if they had never stopped. In other words, they do not have to think about the actions that they are performing in order to ride the bike. It can be seen from this example that implicit cognition is involved with many of the different mental activities and everyday situations in people's daily lives. [4] There are many processes in which implicit memory works, which include learning, our social cognition, and our problem-solving skills.
Implicit cognition was first discovered in the year of 1649 by Descartes in his Passions of the Soul . He said in one of his writings that he saw that unpleasant childhood experiences remain imprinted in a child's brain until its death without any conscious memory of it remaining. [5] Even though this idea was never accepted by any of his peers, in 1704 Gottfried Wilhelm Leibniz in his New Essays Concerning Human Understanding stressed the importance of unconscious perceptions which he said were the ideas that we are not consciously aware of yet still influence people's behavior. [5] He claimed that people have residual effects of prior impressions without any remembrance of them. In 1802 French philosopher Maine de Biran in his The Influence of Habit on the Faculty of Thinking was the first person after Leibniz to systematically discuss implicit memory stating that after enough repetition, a habit can become automatic or completed without any conscious awareness. [5] In 1870 Ewald Hering said that it was essential to consider unconscious memory, which is involved in the involuntary recall, and the development of automatic and unconscious habitual actions. [5]
One of the most popular metrics utilizing implicit cognition is the implicit-association test. The IAT is designed to detect unconscious associations between concepts, making it a useful assessment in the field of social psychology. [6] A controversial application of the IAT is the assessment of implicit stereotypes, such as associations between particular racial categories and stereotypes about those groups. There is significant academic and popular debate regarding its validity, reliability, and usefulness in assessing implicit bias. [7]
Implicit learning starts in our early childhood, this means that people are not able to learn the proper grammar and rules to speaking a language until the age of seven, yet children can learn to talk by the age of four. One of the ways that this is possible is through implicit learning and association. Children learn their first language from what they hear when they are listening to adults and through their own talking activities. [8] This goes to show that the way children learn language involves implicit learning.
A study was conducted with amnesiac patients in an attempt to demonstrate that amnesiac patients that were unable to learn a list of words or pictures when their performance was tested were able to complete or put together fragmented words and incomplete pictures. This was found to be true as the patients were able to perform better when asked to complete words or pictures. A possible explanation [9] for this could be that implicit memory should be less susceptible to damage that may happen to the brain than explicit memory. [8] There was a case where a 54-year-old man that had bitemporal damage worse on the right side had a hard time remembering things from his own life as well as famous events, names and even; yet he was able to perform within the normal limits with a word completion task involving famous names and with judgments of famous faces. [10] This is a prime example that implicit memory can be less vulnerable to brain damage.
A famous study investigated the Identification blindsight effect with individuals who had suffered damage to one-half of the visual cortex and was blind in the opposite half of the visual field. [4] It was discovered that when objects or pictures were shown to these blind areas, the participants said that they saw no object or picture, but a certain number were able to identify the stimulus as either a cross or circle when asked to guess at a considerably higher rate than would have been expected by chance. [8] The reason that this happened is that the information was able to be processed through the first three stages of selection, organization, and interpretation or comprehension of the perceptual cycle but failed at only the last stage of retention and memory where the identified image is entered into their awareness. Thus stimuli can enter implicit memory even when people are unable to consciously perceive them.
Implicit cognition also plays a role in social cognition. People tend to see objects and individuals as more encouraging or acceptable the more often [4] that people are exposed to them. An example includes the False-fame Effect. [4] Graf and Masson (1993) conducted a study where they showed participants a list with both famous and non-famous names. When it was shown around people were able to recall the famous names more than the non-famous names initially, but after about a 24-hour delay participants began to associate the non-famous names with famous people. This supports implicit cognition because the participants began to unconsciously associate the non-famous names with famous people.
Although the process is unconscious, implicit cognition influences how people view each other as well as their interactions with one another. People tend to view those who look alike as belonging together or to similar groups [11] and associate them with the social groups that existed in their high school years. These groups represented different relations between the students and were made up of students who were perceived as having similarities among each other. A study was conducted to see the amount of distance that participants put between individuals given certain circumstances. The participants were asked to place figures of individuals where they thought the figures should be standing given certain circumstances. It was found that people typically place men and women close to each other, to make little families formed with the figures of a woman, a man, and children. [11] The participants did the same when asked to show friends and/or acquaintances, the two figures were placed relatively close to one another rather than if they were asked to represent strangers. When asked to represent strangers the participants placed the figures far apart. There are two parts to the view of social relations that is liking relations where the ultimate goal is to be together, then there is the disliking relation view which is separation from the person. [11] An example of this could be when someone is walking down a hallway and see someone whom they know and like that person is more likely to wave and say hello to them. On the other hand, say the person they see is someone whom they dislike, their response will be the opposite as they try to either avoid them or get away from them as quickly as possible showing the separation between the two of them. There are two views to the theory of social relation, one of them is that people are out to mainly seek dominance of those around them, while the other view is that people mainly see the relations as either belonging or not belonging or liking and disliking on another. It is seen that males mainly seek dominance against one another as they are competitive and looking to outdo one another. Females on the other hand it is seen that women perceive their social views and values as more of the belonging or liking scale in terms of their closeness to one another. Implicit cognition not only involved how people view each other but also how they view themselves. This means that our own image is constructed from what others see of us [11] rather than our own views. The way that we view ourselves is from what others see us as, or from the times that we compare ourselves to other people. The way that this plays a role in implicit cognition is because of all of these actions people do unconsciously, or they are unaware that they are making this decision. Men do not consciously seek to be dominant over one another as women do not consciously arrange their social views or values in terms of their closeness. These are each thing that people do without their conscious knowledge of these actions, which ties in with implicit cognition.
Implicit attitudes (also called automatic attitudes) are mental evaluations that occur without the awareness of the person. [12]
Although there is a debate about whether these can be measured fully, attitudes have been assessed with the implicit association test (IAT). The test claims to measure people's implicit associations with certain groups or races. But the controversy lies on whether it does predict people's future behaviors. Some claim that the IAT does predict if someone will act differently toward a certain group others believe there is not enough evidence to assure this will happen. [13]
It is not well known how these are developed many believe that they come from past experiences, pleasant experiences or unpleasant ones can influence how a person's attitudes are formed towards a specific thing. [14] This explanation implies that attitudes could be unpleasant if the previous experience was also an unpleasant one, they can also be formed because of early experiences in the early stages of life. [15] Another possible explanation is the fact that implicit attitudes can also stem from affective experiences, there is evidence that the amygdala is involved in affective or emotional reactions to stimuli. [16] A third explanation involves cultural biases, this was shown in a study done by Greenwald, McGhee, and Schwartz (1998) that in-group bias was more prevalent when the in-group was more in tune with their ancestral culture (for example knowing the language). [17]
Evidence suggests that early and affective experiences might affect implicit attitudes and associations more than the other explanations provided. [14]
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There are scenarios when we act on something and then think back about handling it in a different situation or manner. That is implicit cognition coming into play, the mind will then go based on ethical and similar situations when interacting with a certain thought. Implicit cognition and its automated thought process allow a person to decide something out of impulse. It is often defined as an involuntary process where tasks are easily absent of consciousness. [18] There are plenty of factors that influence behaviors and thought processes. Such as social learning, stigmas, and two major aspects of implicit and explicit cognition. Implicit on one hand is obtained through social aspects and association, while explicit cognition is gained through propositional attitudes or beliefs of certain thoughts, [19] Implicit cognition can be incorporated with a mixture of attention, goals, self-association, and at times even motivational processes. Researchers have used different methods to test these theories of behavior's correlation with implicit cognition. Using Implicit Association Tests (IAT's) is a method that is significantly used, according to Fazio & Olsen (2003) and Richetin & Richardson (2008). Since published, approximately ten years or so, it has been widely used in influencing research on implicit attitudes. Implicit cognition is a process based on automatic mental interpretations. It's what a person really thinks, yet is not consciously aware of. Behavior is then affected, usually causing negative influences, both theoretical and empirical reasons presume that automatic cognitive processes are contributed to aggressive behaviors. [20]
Impulse behaviors are often created without awareness. Negativity is a characteristic of implicit cognition since it is an automated response. Explicit cognition is rarely used when trying to discover the behavior of one thought process. Researchers again use IAT's to determine one's thoughts and how a person incorporates these automatic processes, findings consider that implicit cognition may direct what behaviors a person may choose when facing extreme stimuli. For example, death can be perceived as positive, negative, or a combination of the two. Depending on the attributes of death, it can include a general perspective or a "me" attribute. Nock et al. (2010) implied that implicit association with death and or suicide initiates a final process when deciding how to cope with these extreme measures. Self-harm is another characteristic associated with implicit cognition. Because although we may think of it, it is controlled subconsciously. IAT's showed that there was a stronger correlation between implicit cognition and death/suicide than self-harm. The idea of pain may influence a person to think twice, while suicide may seem quick, thus the automatic process can show how effective this negative behavior and implicit cognition come hand in hand. Automated processes don't allow a person to thoroughly create a conscious choice, therefore creating a negative influence to behavior. Another negative behavior that can be associated with implicit cognition is depression. Whether a person takes a positive or negative outlook on a certain situation can produce if a person will be associated with depression. It is easier to determine an implicit mindset simply because it is outside of awareness. Implicit processes are considered critical when determining a person's reactions to a certain schema. Implicit cognition is often immediately affective towards a person's reaction. [21] Implicit cognitions also consisted of negative schemas that included hidden cognitive frameworks and activation of stress. Awareness was often misinterpreted and implicit cognition emerged because of these negative schemas. [22] Behaviors merged through implicit cognition involve a variety of addictive behaviors, problematic thinking, depression, aggression, suicide, death, and other negative factors. Certain life situations add to this schema, whether it be stressful situations, sudden, or anything along these lines, aspects of implicit cognition are used and evaluated.
Implicit cognition can also be associated with mental illness and the way thoughts are processed. Automatic stigmas and attitudes may anticipate other cognitive and behavioral tendencies. A person with mental illness may be correlated with a guilt-related, self-associated personality. [23] Because of these associations it may be managed outside one's own control and awareness, showing how implicit cognition is affected. However, a dual process can be assessed within implicit and explicit cognition. An agreement between the two thought processes may be an issue, explicit may not be in contact with implicit, therefore causing more of a problem. Mental illness can include both implicit and explicit attitudes, however, implicit self-concepts gave more negative consequences when dealing with mental illness. Much of implicit problems happened to be associated with alcohol, however, this isn't the goal in order to describe a mental process and implicit cognition. The most widely influenced mental illness in association with implicit cognition would be Schizophrenia. Since a person with this illness has a problem detecting what is real and what is not, implicit memory is often used with these patients. However, since it cannot really be detected if it is emotional, mental, or a combination of both some aspects of this illness is usually exercised uninterrupted, and unconsciously. [24] Since schizophrenia is widely varied and has different characteristics, we cannot quite measure the outcome of implicit cognition.
Implicit cognition refers to perceptual, memory, comprehension, and performance processes that occur through unconscious awareness. [25] For example, when a patient is discharged after surgery, the effects of the anesthesia can cause abnormal behaviors without any conscious awareness. According to Wiers et al. (2006), some scholars argue implicit cognition is misinterpreted and could be used to improve behaviors while others highlight the dangers of it. Research studies have shown implicit cognition is a strong predictor for several issues like substance abuse, misconduct, and mental disorders. [26] These inherent thoughts are influenced by early adolescent experiences primarily a negative impact from culture. Adolescents who experience a rough childhood early on develop low levels of self-esteem. Therefore, the cognition to act dangerously is an oblivious development. Research for implicit cognition has started to grow especially within mental disorders.
Schemas are used to interpret the functions involved when individuals would make sense of their surroundings. This cognition happens through an explicit process of recalling an item routinely or an implicit process that is outside conscious awareness control. A recent study suggests individuals who have experienced a difficult upbringing develop schemata of fear as well as anxiety and will react almost immediately when they feel threatened. People who are anxious predominantly focus on any peril-related stimuli since they are hyper-vigilant. For example, an anxious individual who is about to cross the street at the same time a car drives to a stop sign. The anxious person will automatically assume the driver will not stop. This is recognition of threat through a semantic process that instantaneously occurs. Ambiguous cues are viewed as a threat since there is no relevant knowledge to make sense of. People will have a difficult time understanding and will respond negatively. This kind of behavior can explain how implicit cognition may be an influence on pathological anxiety.
The ideas of psychotic patients who have low self-esteem are prone to more serious illnesses. This concept was examined through both implicit and explicit perspectives by measuring the self-esteem of paranoia and depression patients. Previous research suggests that negative implicit cognition is not the symptom of depression and paranoia, but it is an antecedent for the onset. Current research proposes that high implicit self-esteem is linked to less paranoia. [27] It is imperative for patients who have low self-esteem to become more overt about these situations. Another study found a substantial association between adverse self-questioning in implicit cognition and depression. People who do not think highly of themselves are more likely to be depressed because of this involuntary implicit learning.
Implicit cognition is another influential predictor for bipolar disorder and unipolar disorder. The research proposes patients with bipolar disorder show more common implicit and depressive self-referencing than unipolar patients. Implicit cognition plays a strong role in patients with the both bipolar and unipolar disorder. These patients have dysfunctional self-schemata, which is viewed as a vulnerability for potential illnesses. Patients who have this vulnerability usually do not seek mental assistance which can later become more problematic to treat. Bipolar disorder patients with low implicit self-esteem are more defensive. This is an unconscious reaction to be manic protective when they feel threatened in any way. Since the growing research of implicit cognition is associated with abnormalities, researchers attempted to find a connection between implicit neuroticism and schizophrenia. Indeed, there was a correlation; participants with schizophrenia were high in implicit neuroticism and low in implicit extraversion when compared to people who were mentally healthy. Participants were given questionnaires that ask personality questions such as "I enjoy being the center of attention". Implicit cognition constitutes low levels of extraversion because these participants are known to avoid any coping. Schizophrenia patients and healthy individuals differ in associative representation pertaining to themselves in neuroticism features. People who are schizophrenic develop implicit learning, meaning they have an error-free learning style so they never take feedback from anyone else.
Research on suicide can be a difficult process because suicidal patients are commonly covert about their intentions to avoid hospitalization. An implicit cognition associated with self-task was applied in one experiment to unveil any suspicious behavior of people who might attempt suicide. This study found patients who were released from mental hospitals showed significant implicit association to attempt suicide. The Implicit Association Task would predict whether a patient was likely to attempt suicide depending on their response. An individual's implicit cognition may lead to behavior to best cope with stress. This behavior may be suicide, substance abuse, or even violence. However, implicit association with death will show those most at risk for attempting suicide because this individual is looking for the best solution for ending their stress.
{{cite journal}}: CS1 maint: bot: original URL status unknown (link)Social psychology is the scientific study of how thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others. Social psychologists typically explain human behavior as a result of the relationship between mental states and social situations, studying the social conditions under which thoughts, feelings, and behaviors occur, and how these variables influence social interactions.
An attitude "is a summary evaluation of an object of thought. An attitude object can be anything a person discriminates or holds in mind." Attitudes include beliefs (cognition), emotional responses (affect) and behavioral tendencies. In the classical definition an attitude is persistent, while in more contemporary conceptualizations, attitudes may vary depending upon situations, context, or moods.
In the field of psychology, automaticity is the ability to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit. It is usually the result of learning, repetition, and practice. Examples of tasks carried out by 'muscle memory' often involve some degree of automaticity.
Metacognition is an awareness of one's thought processes and an understanding of the patterns behind them. The term comes from the root word meta, meaning "beyond", or "on top of". Metacognition can take many forms, such as reflecting on one's ways of thinking, and knowing when and how oneself and others use particular strategies for problem-solving. There are generally two components of metacognition: (1) cognitive conceptions and (2) cognitive regulation system. Research has shown that both components of metacognition play key roles in metaconceptual knowledge and learning. Metamemory, defined as knowing about memory and mnemonic strategies, is an important aspect of metacognition.
The implicit-association test (IAT) is an assessment intended to detect subconscious associations between mental representations of objects (concepts) in memory. Its best-known application is the assessment of implicit stereotypes held by test subjects, such as associations between particular racial categories and stereotypes about those groups. The test has been applied to a variety of belief associations, such as those involving racial groups, gender, sexuality, age, and religion but also the self-esteem, political views, and predictions of the test taker. The implicit-association test is the subject of significant academic and popular debate regarding its validity, reliability, and usefulness in assessing implicit bias.
Self-knowledge is a term used in psychology to describe the information that an individual draws upon when finding answers to the questions "What am I like?" and "Who am I?".
The adaptive unconscious, first coined by social psychologist Daniel Wegner in 2002, is described as a set of mental processes that is able to affect judgement and decision-making, but is out of reach of the conscious mind. It is thought to be adaptive as it helps to keep the organism alive. Architecturally, the adaptive unconscious is said to be unreachable because it is buried in an unknown part of the brain. This type of thinking evolved earlier than the conscious mind, enabling the mind to transform information and think in ways that enhance an organism's survival. It can be described as a quick sizing up of the world which interprets information and decides how to act very quickly and outside the conscious view. The adaptive unconscious is active in everyday activities such as learning new material, detecting patterns, and filtering information. It is also characterized by being unconscious, unintentional, uncontrollable, and efficient without requiring cognitive tools. Lacking the need for cognitive tools does not make the adaptive unconscious any less useful than the conscious mind as the adaptive unconscious allows for processes like memory formation, physical balancing, language, learning, and some emotional and personalities processes that includes judgement, decision making, impression formation, evaluations, and goal pursuing. Despite being useful, the series of processes of the adaptive unconscious will not always result in accurate or correct decisions by the organism. The adaptive unconscious is affected by things like emotional reaction, estimations, and experience and is thus inclined to stereotyping and schema which can lead to inaccuracy in decision making. The adaptive conscious does however help decision making to eliminate cognitive biases such as prejudice because of its lack of cognitive tools.
In psychology, a dual process theory provides an account of how thought can arise in two different ways, or as a result of two different processes. Often, the two processes consist of an implicit (automatic), unconscious process and an explicit (controlled), conscious process. Verbalized explicit processes or attitudes and actions may change with persuasion or education; though implicit process or attitudes usually take a long amount of time to change with the forming of new habits. Dual process theories can be found in social, personality, cognitive, and clinical psychology. It has also been linked with economics via prospect theory and behavioral economics, and increasingly in sociology through cultural analysis.
Aversive racism is a social scientific theory proposed by Samuel L. Gaertner & John F. Dovidio (1986), according to which negative evaluations of racial/ethnic minorities are realized by a persistent avoidance of interaction with other racial and ethnic groups. As opposed to traditional, overt racism, which is characterized by overt hatred for and discrimination against racial/ethnic minorities, aversive racism is characterized by more complex, ambivalent expressions and attitudes nonetheless with prejudicial views towards other races. Aversive racism arises from unconscious personal beliefs taught during childhood. Subtle racist behaviors are usually targeted towards African Americans. Workplace discrimination is one of the best examples of aversive racism. Biased beliefs on how minorities act and think affect how individuals interact with minority members.
Russell Fazio is Harold E. Burtt Professor of Social Psychology at Ohio State University, where he heads Russ's Attitude and Social Cognition Lab (RASCL). Fazio's work focuses on social psychological phenomena like attitude formation and change, the relationship between attitudes and behavior, and the automatic and controlled cognitive processes that guide social behavior.
Bertram Gawronski is a social psychologist and professor of psychology at the University of Texas at Austin. He is known for his research in the areas of attitudes, social cognition, decision making, and moral psychology.
Implicit self-esteem refers to a person's disposition to evaluate themselves in a spontaneous, automatic, or unconscious manner. It contrasts with explicit self-esteem, which entails more conscious and reflective self-evaluation. Both explicit and implicit self-esteem are constituents of self-esteem.
Implicit attitudes are evaluations that occur without conscious awareness towards an attitude object or the self. These evaluations are generally either favorable or unfavorable and come about from various influences in the individual experience. The commonly used definition of implicit attitude within cognitive and social psychology comes from Anthony Greenwald and Mahzarin Banaji's template for definitions of terms related to implicit cognition: "Implicit attitudes are introspectively unidentified traces of past experience that mediate favorable or unfavorable feeling, thought, or action toward social objects". These thoughts, feelings or actions have an influence on behavior that the individual may not be aware of.
Indirect memory tests assess the retention of information without direct reference to the source of information. Participants are given tasks designed to elicit knowledge that was acquired incidentally or unconsciously and is evident when performance shows greater inclination towards items initially presented than new items. Performance on indirect tests may reflect contributions of implicit memory, the effects of priming, a preference to respond to previously experienced stimuli over novel stimuli. Types of indirect memory tests include the implicit association test, the lexical decision task, the word stem completion task, artificial grammar learning, word fragment completion, and the serial reaction time task.
Priming is a concept in psychology to describe how exposure to one stimulus may influence a response to a subsequent stimulus, without conscious guidance or intention. The priming effect is the positive or negative effect of a rapidly presented stimulus on the processing of a second stimulus that appears shortly after. Generally speaking, the generation of priming effect depends on the existence of some positive or negative relationship between priming and target stimuli. For example, the word nurse might be recognized more quickly following the word doctor than following the word bread. Priming can be perceptual, associative, repetitive, positive, negative, affective, semantic, or conceptual. Priming effects involve word recognition, semantic processing, attention, unconscious processing, and many other issues, and are related to differences in various writing systems. How quickly this effect occurs is contested; some researchers claim that priming effects are almost instantaneous.
In psychology, implicit memory is one of the two main types of long-term human memory. It is acquired and used unconsciously, and can affect thoughts and behaviours. One of its most common forms is procedural memory, which allows people to perform certain tasks without conscious awareness of these previous experiences; for example, remembering how to tie one's shoes or ride a bicycle without consciously thinking about those activities.
An implicit bias or implicit stereotype is the pre-reflective attribution of particular qualities by an individual to a member of some social out group.
Stereotype embodiment theory (SET) is a theoretical model first posited by psychologist Becca Levy to explain the process by which age stereotypes influence the health of older adults. There are multiple well-documented effects of age stereotypes on a number of cognitive and physical outcomes (including memory, cardiovascular reactivity, and longevity).
Unconscious cognition is the processing of perception, memory, learning, thought, and language without being aware of it.
Vittorio Filippo Guidano was an Italian neuropsychiatrist, creator of the cognitive procedural systemic model and contributor to constructivist post-rationalist cognitive therapy. His cognitive post-rationalist model was influenced by attachment theory, evolutionary epistemology, complex systems theory, and the prevalence of abstract mental processes proposed by Friedrich Hayek. Guidano conceived the personal system as a self-organized entity, in constant development.
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