Implicit unconscious processing and expression in teaching and application of-毕业论文翻译.docVIP

Implicit unconscious processing and expression in teaching and application of Cognitive activity of human consciousness in this process and the unconscious process of unification. Traditional education and learning theory to focus only on the disposal of a clear sense of rational thinking as the core of the cognitive activity, while ubiquitous, no consumption of cognitive resources of the unconscious processing of an efficient and take a evasive attitude, or a conscious process based on the learning theory is to be far-fetched explanation, but such efforts are often difficult to obtain satisfactory results. Until the last ten years, issues such as implicit cognition research in cognitive psychology into the latest trends and cutting-edge one of the topics, which widened the unconscious cognitive processes implicit systematic study of the regiment. However, on the unconscious processing of the embodiment in the school teaching and application of research is quite rare. This paper focus on the basis of unconscious processing and try to reflect on their teaching of the theory and application to the interpretation and discussion. First, the concept of implicit cognition and characteristics of Implicit cognition refers primarily to unconscious cognition, including implicit memory, implicit learning and automated processing. Implicit memory refers to the need to reach the state of consciousness or intended to recall the circumstances, the individual’s experience has been automatically generated easily influence of the current task is manifesting itself in the memory effect. Implicit learning was published in 1978 by Reber through artificial grammar learning experiment was first discovered, is a kind of abstract knowledge generated parallel to the unconscious explicit learning process. Human knowledge can be divided into declarative knowledge and procedural knowledge, implicit learning was primarily a procedural rather than descriptive knowledge. Is different fro