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  • Rebuschat and Monaghan intro

    Rights statement: This is the peer reviewed version of the following article:Rebuschat, P. and Monaghan, P. (2019), Editors’ Introduction: Aligning Implicit Learning and Statistical Learning: Two Approaches, One Phenomenon. Top Cogn Sci, 11: 459-467. doi:10.1111/tops.12438 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/tops.12438 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

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    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Editors' introduction: Aligning implicit learning and statistical learning: Two approaches, one phenomenon

Research output: Contribution to Journal/Magazine › Editorial › peer-review

Published
<mark>Journal publication date</mark>23/07/2019
<mark>Journal</mark>Topics in Cognitive Science
Issue number3
Volume11
Number of pages9
Pages (from-to)459-467
Publication StatusPublished
<mark>Original language</mark>English

Abstract

In their editors’ introduction, Rebuschat and Monaghan provide the background to the special issue. They outline the rationale for bringing together, in a single volume, leading researchers from two distinct, yet related research strands,implicit learning and statistical learning. The editors then introduce the new contributions solicited for this special issueand provide their perspective on the agenda setting that results from combining these two approaches.

Bibliographic note

This is the peer reviewed version of the following article:Rebuschat, P. and Monaghan, P. (2019), Editors’ Introduction: Aligning Implicit Learning and Statistical Learning: Two Approaches, One Phenomenon. Top Cogn Sci, 11: 459-467. doi:10.1111/tops.12438 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/tops.12438 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.