| Project/Area Number |
18500204
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Cognitive science
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| Research Institution | Aoyama Gakuin University |
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Principal Investigator |
SUZUKI Hiroaki Aoyama Gakuin University, College of Literature, Professor (50192620)
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| Co-Investigator(Kenkyū-buntansha) |
YAKUSHIJIN Reiko Aoyama Gakuin University, College of Literature, Associate Professor (30302441)
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| Project Period (FY) |
2006 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥3,230,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥330,000)
Fiscal Year 2007: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2006: ¥1,800,000 (Direct Cost: ¥1,800,000)
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| Keywords | insight / problem-solving / implicit learning / subliminal perception / 閾下知覚 |
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| Research Abstract |
Implicit information out of the conscious control plays important roles for cognition. This finding has been obtained mainly from the research on lower-level cognition, such as perception and action. This study explored the role of implicit information in higher-order cognition, such as problem-solving and learning.
We conducted three experiments. The first was to examine whether the subliminal hint information presented during the problem-solving facilitated subjects' performance in insight problem-solving. The second was to investigate the best presentation size of the subliminal stimulus for problem-solvers. The third was to examine whether the presentation of the subliminal stimulus changed the problem-solvers' eye movement. None of the experiments showed significant differences between the experimental and control groups.
We conducted additional experiments to investigate roles of the unconscious subjects' actions in spatial problem-solving and skill learning. In spatial problem-solving, subjects unconsciously changed their gestures during problem-solving, which produced the information relevant to the phase of problem-solving. In skill learning, a subject unconsciously controled the task setting when she developed a more elaborated strategy.
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