Abstract:

Acquisition of knowledge mainly based on discovery of new key relationships between cause and effect within prior knowledge, and/or on the opening links between elements of prior knowledge and new information domain. Prior knowledge is grounded in explicit and implicit memory.

Previous research show that:
(a) an increase of the implicit memory improves students' performance on tasks and fills their solutions with confidence,
(b) testing under particular features can be more efficient to learning, and
(c) a collaboration in a group during problem-solving can significantly improve long memory.

The current research studies an unconscious part of acquisition of knowledge. The more efficient learning methods introduce problem solving into curriculum, incorporating higher-order thinking with deeper levels of information processing to create a richer memory structure.

One of the possibility to develop such problem based methods is to understand:
(i) how a teacher may efficiently introduce a new knowledge domain into the implicit memory of students, and
(ii) how the curriculum can excite and increase students' implicit memory while solving problems to facilitate and speed up their learning in a predictable and reliable way.

The paper introduces the new concept of non-perceptual social interaction. This research also assumes that non-perceptual social interaction can improve implicit memory and accelerate students' learning. The results of experiments on non-perceptual social interaction are presented.

Keywords:

Theory of Mind (ToM), Social synchronization, Visuospatial Perspective taking (VSP), Implicit memory, Unconscious thinking, Interpersonal perception