Arthur S. Reber explores implicit learning, the process of acquiring rule-governed knowledge without conscious effort. He reviews and integrates findings from synthetic grammar learning and probability learning, emphasizing that implicit learning produces abstract, tacit knowledge that is not dependent on conscious strategies. This knowledge allows individuals to solve problems and make decisions in novel situations. Reber discusses the broader implications of implicit learning, including its relationship to intuition, neuroclinical disorders, and evolutionary processes. Implicit learning is characterized by unconscious processes and abstract knowledge acquisition. It is essential for understanding complex, structured environments. Reber argues that implicit learning is a general and universal process, foundational for abstract knowledge. He contrasts this with explicit learning, which is conscious and often involves deliberate strategies. Reber uses two experimental paradigms: artificial grammar learning and probability learning. In artificial grammar learning, subjects learn the structure of a synthetic grammar without being aware of the rules. In probability learning, subjects learn the stochastic structure of event sequences without explicit instructions. Both paradigms demonstrate that implicit learning can occur without conscious awareness. Reber highlights that implicit learning is not limited to these paradigms but is evident in various contexts, including real-world situations. He discusses the effects of explicit instructions on learning, noting that while explicit instructions can sometimes hinder implicit learning, they can also facilitate it under certain conditions. The key is whether the instructions align with the tacit knowledge derived from experience. Reber also addresses the distinction between deep and surface structure in learning. Implicit learning involves understanding the underlying structure of stimuli, not just their superficial form. This is supported by studies showing that subjects can learn abstract rules without explicit knowledge of the grammar. The paper concludes that implicit learning is a crucial aspect of cognition, enabling individuals to acquire complex knowledge without conscious effort. It challenges the traditional focus on explicit learning and emphasizes the importance of implicit processes in understanding human cognition. Reber's work underscores the need for further research into implicit learning and its implications for cognitive science.Arthur S. Reber explores implicit learning, the process of acquiring rule-governed knowledge without conscious effort. He reviews and integrates findings from synthetic grammar learning and probability learning, emphasizing that implicit learning produces abstract, tacit knowledge that is not dependent on conscious strategies. This knowledge allows individuals to solve problems and make decisions in novel situations. Reber discusses the broader implications of implicit learning, including its relationship to intuition, neuroclinical disorders, and evolutionary processes. Implicit learning is characterized by unconscious processes and abstract knowledge acquisition. It is essential for understanding complex, structured environments. Reber argues that implicit learning is a general and universal process, foundational for abstract knowledge. He contrasts this with explicit learning, which is conscious and often involves deliberate strategies. Reber uses two experimental paradigms: artificial grammar learning and probability learning. In artificial grammar learning, subjects learn the structure of a synthetic grammar without being aware of the rules. In probability learning, subjects learn the stochastic structure of event sequences without explicit instructions. Both paradigms demonstrate that implicit learning can occur without conscious awareness. Reber highlights that implicit learning is not limited to these paradigms but is evident in various contexts, including real-world situations. He discusses the effects of explicit instructions on learning, noting that while explicit instructions can sometimes hinder implicit learning, they can also facilitate it under certain conditions. The key is whether the instructions align with the tacit knowledge derived from experience. Reber also addresses the distinction between deep and surface structure in learning. Implicit learning involves understanding the underlying structure of stimuli, not just their superficial form. This is supported by studies showing that subjects can learn abstract rules without explicit knowledge of the grammar. The paper concludes that implicit learning is a crucial aspect of cognition, enabling individuals to acquire complex knowledge without conscious effort. It challenges the traditional focus on explicit learning and emphasizes the importance of implicit processes in understanding human cognition. Reber's work underscores the need for further research into implicit learning and its implications for cognitive science.