A Recheck on Learning without Awareness
Abstract
CHAPTER IINTRODUCTIONWithin the space of the relatively short history of modern psychology, experimentalists have given much attention to the area of learning. Hardly an aspect of learning has not been reviewed and researched. Among the small minority of subjects that has been "treated lightly" is the matter of learning without awareness. Since the latter involves the concept of the dynamic psychological unconscious, one might immediately think of the fields of psychiatry and clinical psychology as sources for pertinent studies. However, although the immense importance of the concept of the unconscious to psychiatrists and clinical psychologists is obvious, and, consequently, their writings involving the concept voluminous, their scientific approach has been almost entirely clinical rather than experimental. Since this writer’s approach to learning without awareness is experimental in nature, clinical work bears no immediate relation to the present study.It is to experimental psychologists, then, that we must turn for research in the area of unconscious learning. Even here, the number of contributions is small, but it is nevertheless out of these studies, and particularly out of the disagreement among the researchers in the field, that the present investigation had its inception.
Subject Area
Experimental psychology|Educational evaluation
Recommended Citation
Matelli, Howard A, "A Recheck on Learning without Awareness" (1959). ETD Collection for Fordham University. AAI28673345.
https://research.library.fordham.edu/dissertations/AAI28673345
