Synsets for "implicit"

Synset: implicit.a.01

Synonyms: implicit

Part of Speech: ADJECTIVE

Definition: implied though not directly expressed; inherent in the nature of something

Examples: an implicit agreement not to raise the subject | there was implicit criticism in his voice | anger was implicit in the argument | the oak is implicit in the acorn

Lemmas: implicit inexplicit

Hypernym:

Hyponym:

Antonyms: explicit

    

Synset: implicit.s.02

Synonyms: implicit

Part of Speech: ADJECTIVE SATELLITE

Definition: being without doubt or reserve

Examples: implicit trust

Lemmas: implicit unquestioning

Hypernym:

Hyponym:

Antonyms:

    

Related Wikipedia Samples:

Article Related Text
Implicit function The implicit function theorem provides conditions under which a relation defines an implicit function.
Implicit stereotype An implicit stereotype is the unconscious attribution of particular qualities to a member of a certain social group. Implicit stereotypes are influenced by experience, and are based on learned associations between various qualities and social categories, including race or gender. Individuals' perceptions and behaviors can be affected by implicit stereotypes, even without the individuals' intention or awareness. Implicit stereotypes are an aspect of implicit social cognition, the phenomenon that perceptions, attitudes, and stereotypes operate without conscious intention. The existence of implicit stereotypes is supported by a variety of scientific articles in psychological literature. Implicit stereotype were first defined by psychologists Anthony Greenwald and Mahzarin Banaji in 1995.
Implicit learning Implicit learning is the learning of complex information in an incidental manner, without awareness of what has been learned. According to Frensch and Rünger (2003) the general definition of implicit learning is still subject to some controversy, although the topic has had some significant developments since the 1960s. Implicit learning may require a certain minimal amount of attention and may depend on attentional and working memory mechanisms. The result of implicit learning is implicit knowledge in the form of abstract (but possibly instantiated) representations rather than verbatim or aggregate representations, and scholars have drawn similarities between implicit learning and implicit memory.
Implicit self-esteem In the article "Stalking the perfect measure of implicit self-esteem: The blind men and the elephant revisited?", the validity and reliability of seven implicit self-esteem measures have been explored. The implicit measures were not correlated with one another. However they did correlate, but only faintly with measures of explicit self-esteem. The implicit self-esteem measurements confirmed partial reliabilities in correlation to good test-retest reliabilities. Nonetheless implicit measures were limited in their ability to calculate standard variables, for the test. Certain evidence explained that measurements of implicit self-esteem are delicate to put in context, which is further argued in later research of implicit self-esteem.
Implicit function Nevertheless, one can still refer to the implicit solution "y" = "g"("x") involving the multi-valued implicit function "g".
Implicit learning The field of implicit learning has been subject to debate due to its methodology. A large portion of the discussion of issues with methodology seem to be in the measurement of implicit learning. Currently, experiments of implicit learning is measured through the retrieval of implicit knowledge because measurements that can accurately test the direct process of implicit learning is undeveloped. It is important to differentiate between measurement of conscious and unconscious processes in order to make valid assessments.
Implicit attitude Early research by Nuttin et al. (1985) suggested that people generally have an implicit preference for letters in their own name, known as the Name letter effect. Further replications of this same effect with varying independent variables (e.g., attractiveness to people with the same letters contained in their names) suggest that people have an implicit preference towards themselves. This manifestation of implicit attitude has come to be known as Implicit egotism. Implicit egotism additionally manifests itself in in-groups.
Implicit stereotype Implicit stereotypes cannot be revealed by asking individuals direct questions. This is because individuals may be unaware they hold an implicit stereotype, they may not endorse the stereotype, or they may be unwilling to reveal they endorse the stereotype. Thus, implicit measures are necessary to tap implicit stereotypes.
Implicit attitude A prominent dual process theory specifying the relation between implicit and explicit attitudes is Gawronski and Bodenhausen's associative-propositional evaluation (APE) model. A central assumption of the APE model is that implicit and explicit evaluations are the product of two functionally distinct mental processes. Whereas implicit evaluations are assumed to be the outcome of associative processes, explicit evaluations are assumed to be the outcome of propositional processes. Associative processes are conceptualized as the activation of associations on the basis of feature similarity and spatio-temporal contiguity during learning. Propositional processes are defined as the validation of activated information on the basis of cognitive consistency. A central assumption of the APE model is that people tend to rely on their implicit evaluations when making explicit evaluative judgments to the extent that the implicit evaluative response is consistent with other momentarily considered propositional information. However, people may reject implicit evaluations for making explicit evaluative judgments when the implicit evaluative response is inconsistent with other momentarily considered propositional information. In addition to explaining the relation between implicit and explicit evaluations, the APE model accounts for diverging patterns of attitude change, including (a) changes in implicit but not explicit evaluations, (b) changes in explicit but not implicit evaluations, (c) corresponding changes in implicit and explicit evaluations, and (d) opposite changes in implicit and explicit evaluations.
Arthur S. Reber A variety of other techniques have been developed to study implicit cognitive functions and a host of related phenomena have been explored including implicit memory, the Implicit Association Test, the role of implicit acquisition in language learning and socialization and the multi-national, multi-university Project Implicit.
Implicit surface An implicit surface is the set of zeros of a function of 3 variables. "Implicit" means, that the equation is not solved for x or y or z.
Implicit surface As in the case of implicit curves it is an easy task to generate implicit surfaces with desired shapes by applying algebraic operations (addition, multiplication) on simple primitives.
Implicit certificate Elliptic Curve Qu-Vanstone (ECQV) are one kind of implicit certificates. This article will use ECQV as a concrete example to illustrate implicit certificates.
Implicit stereotype Implicit stereotypes can, at least temporarily, be reduced or increased. Methods for altering implicit stereotypes fall under the following five categories.
Implicit function 2. An example of an implicit function, for which implicit differentiation is easier than using explicit differentiation, the function "y"("x") defined by the equation
Gender role These implicit stereotypes can often be demonstrated by the Implicit-association test (IAT).
Implicit cognition Implicit cognition can also be associated with mental illness and the way thoughts are processed. Automatic stigmas and attitudes may anticipate other cognitive and behavior tendencies. A person with mental illness may be correlated with a guilt-related, self-associated personality. Because of these associations it may be managed outside one's own control and awareness, showing how implicit cognition is affected. However a dual process can be assessed within implicit and explicit cognition. An agreement between the two thought processes may be an issue, explicit may not be in contact with implicit, therefore causing more of a problem. Mental illness can include both implicit and explicit attitudes, however implicit self-concepts gave more negative consequence when dealing with mental illness. Much of implicit problems happened to be associated with alcohol, however this isn't the goal in order to describe a mental process and implicit cognition. The most widely influenced mental illness in association with implicit cognition would be Schizophrenia. Since a person of this illness has a problem of detecting what is real and what is not, implicit memory is often used with these patients. However, since it cannot really be detected if it is emotionally, mentally, or a combination of both some aspects of this illness are usually exercised uninterrupted, and unconsciously. Since schizophrenia is widely varied and has different characteristics, we cannot quite measure the outcome of implicit cognition.
Implicit data collection Implicit data collection is used in human–computer interaction to gather data about the user in an implicit, non-invasive way.
Implicit attitude Earlier research findings on implicit attitudes show that socialization and reflections of past experiences may be responsible for the development or manifestation of longer lasting implicit attitudes. As an example, Rudman and Goodwin et al. (2004) found that individuals who were primarily raised by their mothers showed a more positive implicit attitude towards women rather than men. Furthermore Olson and Fazio et al. (2001, 2002) suggest that these implicit attitudes are a result of repeated pairings of positive or negative stimuli with an object; more pairings of positive stimuli would result in a more positive implicit attitude and vice versa. This finding supports the fundamental principals of classical conditioning.
Implicit learning Examples from daily life, like learning how to ride a bicycle or how to swim, are cited as demonstrations of the nature of implicit learning and its mechanism. It has been claimed that implicit learning differs from explicit learning by the absence of consciously accessible knowledge. Evidence supports a clear distinction between implicit and explicit learning; for instance, research on amnesia often shows intact implicit learning but impaired explicit learning. Another difference is that brain areas involved in working memory and attention are often more active during explicit than implicit learning.