Implicit cognition

Implicit cognition refers to unconscious influences such as knowledge, perception, or memory, that influence a person's behavior, even though they themselves have no conscious awareness whatsoever of those influences. Implicit cognition refers to unconscious influences such as knowledge, perception, or memory, that influence a person's behavior, even though they themselves have no conscious awareness whatsoever of those influences. 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 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 with this example that implicit cognition is involved with many of the different mental activities and everyday situations of people's daily lives. 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. 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. 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. In 1870 Ewald Hering said that it was essential to consider unconscious memory, which is involved in involuntary recall, and the development of automatic and unconscious habitual actions. 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. So if this is the case then how do we 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 the adults and through their own talking activities. 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 for this could be that implicit memory should be less susceptible to damage that may happen to the brain than explicit memory. 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. 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 were blind in the opposite half of the visual field. 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. The reason that this happened is because the information was able to be process 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 that people are exposed to them. An example includes the False-fame Effect. 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 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 of children. 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 social relations view that is liking relations were the ultimate goal is to be together, then there is the disliking relation view which is separation from the person. An example of this could be when someone is walking down a hall way 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 social relations theory, 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. For 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 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 all of these actions people do unconsciously, or they are unaware that they are making these 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 things that people do without their conscious knowledge of these actions, which ties in with implicit cognition. There are scenarios when we act on something and then think back about handling it in different situation or manner. That is implicit cognition coming into play, the mind will then go based off ethical and similar situations when interacting with a certain thought. Implicit cognition and its automated thought process allows a person to decide something out of impulse. It is often defined as an involuntary process where tasks are easily absent of consciousness. There are plenty of factors that influence behaviors and thought processes. Such as social learning, to 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, 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 correlation with implicit cognition. Using Implicit Association Tests (ITA'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 influencing research on implicit attitudes. Implicit cognition is a process based off 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 theoretically and empirical reasons presume that automatic cognitive processes are contributed to aggressive behaviors.