As stated, still hearsay. I understand that there are probably references somewhere, but it’s still unclear even what standards of performance are considered (“syntactic processing”?). And of course, the Type I processes relevant to this post are not like those listed, which are way too specialized to serve the role of the general default decision-making.
Well, it’s all hearsay. I didn’t do any of the experiments. :)
But I assume you’re asking me to go one step deeper. Stanovich has a more detailed discussion of this in his book Rationality and the Reflective Mind. In particular, footnote 6 on page 37 cites the following sources on individual differences (and the general lack thereof) in the autonomous mind:
As stated, still hearsay. I understand that there are probably references somewhere, but it’s still unclear even what standards of performance are considered (“syntactic processing”?). And of course, the Type I processes relevant to this post are not like those listed, which are way too specialized to serve the role of the general default decision-making.
Well, it’s all hearsay. I didn’t do any of the experiments. :)
But I assume you’re asking me to go one step deeper. Stanovich has a more detailed discussion of this in his book Rationality and the Reflective Mind. In particular, footnote 6 on page 37 cites the following sources on individual differences (and the general lack thereof) in the autonomous mind:
Anderson (2005). Marrying intelligence and cognition: A developmental view. In Sternberg & Pretz (eds.), Cognition and intelligence (pp. 268-287). Cambridge University Press.
Kanazawa (2004). General intelligence as a domain-specific adaptation. Psychological Review, 111: 512-523.
Saffran, Aslin, & Newport (1996). Statistical learning by 8-month-old infants. Science, 274: 1926-1928.
Reber (1992). An evolutionary context for the cognitive unconscious. Philosophical Psychology, 5: 33-51.
Reber (1993). Implicit learning and tacit knowledge. Oxford University Press.
Vinter & Detable (2003). Implicit learing in children and adolescents with mental retardation. American Journal of Mental Retardation, 108: 94-107.
Zacks, Hasher, & Sanft (1982). Automatic encoding of event frequency: Further readings. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8: 106-116.
Hopefully it’s alright if I leave it to you to at least read the abstracts/first pages?