Implicit skills in 'housework' tasks

This chapter explores how the human-experiential design approach can make it possible to smoothly blend perception and action, and apply it to the nature of designing embodied interaction. The approach attempts to make progress towards an ideal in which our activities are characterized by a natural flow of action, without significant intrusion from technology, across the physical-virtual divide. The resulting tangible sense of presence in blended reality spaces can be applied in a variety of everyday settings. Here we explore some of them, including a home-based system for the physical and psychosocial wellbeing of elderly people. In essence, human-experiential design combines practical aspects, related to human-computer interaction (HCI), with more experiential aspects relating to factors affecting the sense of presence in a location, to capitalize on implicit skills by utilizing real world objects that people are familiar with.

Effective personnel management requires an individual approach when assessing employees, in order to carry out accurate analysis and informed decisions on the appointment of the best performer of work tasks and projects. The combination of professional qualities, abilities of employees, successful performance of work assignments, participation in projects has a great impact on the development process and the achievement of the company’s well-being. The article discusses algorithms for assigning competencies and their accounting in an organization, as well as an approach to the analysis of work tasks and projects for further use in finding optimal performers and employees training. In the studies, a rating was used for a specific work task, which displays data on the employee’s ability to complete a task. Existing specifications for work projects are information that contains both detailed work characteristics and requirements for performers. Requirements can be written explicitly or implicitly. In the case of n implicit knowledge and skills description that the performer must possess, the specification should be analyzed to form the necessary set of competencies and the conditions for their implementation. Integration of the specification analysis process into the overall competency management system in the enterprise allows expanding the possibility of personnel management. Understanding the situation in the organization regarding the work tasks performance through the specifications analysis allows one to identify various types of corporate knowledge and, if necessary, form new types of competencies that directly reflect specific activities within the company. The article presents an original method for seeking a suitable performer by means of a rating system for work tasks and competencies in order to develop and improve the competence base of employees for effective personnel management in the company.

Summary A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course on effective instruction. Research findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: one model for explicit or well‐structured skills and one model for implicit skills or higher‐level thinking strategies. Following a course on effective instruction from their teacher educators, student teachers implemented standardised lessons to apply selected research‐derived teaching behaviours and to increase pupil engagement rates. Based on trained observers’ pre‐and post‐training classroom observations, a significant treatment effect was found for student teachers’ teaching behaviours regarding effective instruction and for pupil engagement rates. Ratings from supervising teachers also showed that the student teachers who participated in the course on effective instruction used the recommended instructional ...

BackgroundAlthough autistic people have shown impairments in various learning and memory tasks, recent studies have reported mixed findings concerning implicit learning in ASD. Implicit skill learning, with its unconscious and statistical properties, underlies not only motor but also cognitive and social skills, and it therefore plays an important role from infancy to old age.Methodology/Principal FindingsWe investigated probabilistic implicit sequence learning and its consolidation in Autism Spectrum Disorder (ASD). Three groups of children participated: thirteen with high-functioning ASD, 14 age-matched controls, and 13 IQ-matched controls. All were tested on the Alternating Serial Reaction Time Task (ASRT), making it possible to separate general skill learning from sequence-specific learning. The ASRT task was repeated after 16 hours. We found that control and ASD children showed similar sequence-specific and general skill learning in the learning phase. Consolidation of skill learning and sequence-specific learning were also intact in the ASD compared to the control groups.Conclusions/SignificanceThese results suggest that autistic children can use the effects/results of implicit learning not only for a short period, but also for a longer stretch of time. Using these findings, therapists can design more effective educational and rehabilitation programs.

New sources for improving instruction: The implicit skills study

Skills that are learnt implicitly (i.e., without the accumulation of task-related rules and knowledge) have been shown to result in performance that displays stability in conditions of psychological stress, fatigue, multi-tasking, and over prolonged periods of time. Despite the wealth of evidence supporting the use of implicit motor learning strategies, the majority of this evidence has been generated from studies of novice performers rather than of experts. The aim of this paper is to describe some of the challenges faced by high-performance coaches and athletes who may wish to use implicit motor learning and to frame potential solutions with respect to the elite Australian National Rugby League competition. Practical training activities and techniques (e.g., errorless learning, random practice, cues, dual-tasking, and analogies), designed to facilitate the development of implicit skills that transfer robustly to high-performance competition environments, are presented.

This chapter considers three distinct but related classes of evidence: behavioral studies, neuroimaging, and brain-damaged patient case studies. It discusses recent advances in the study of implicit perception, considering the ways in which they do and do not improve on earlier approaches. The chapter highlights claims for implicit perceptual or semantic processing of discrete stimuli, largely overlooking implicit skill learning, artificial grammar learning, or other forms of procedural knowledge that might well be acquired without awareness. It also considers recent arguments about how best to study implicit perception. Claims for and against implicit perception received extensive empirical attention starting in the late 1950s, with sentiment in the field vacillating between acceptance and skepticism. Finally, the chapter discusses how qualitative differences in the nature of perceptual processing may be of theoretical significance even without a clear demonstration that processing occurs entirely outside of awareness.