Basic Logic Models: Implicit Knowledge Structures in Evolutionary Knowledge Domains

In this research of experimental education, implicit learning research area is deepened and its implications for University study choice are hypothesized. Even if in literature there is still little consensus about the definition and role of implicit learning, experimental research suggests that implicit coding of reality may influence the relationship between students and their choices of specific disciplinary domains, according to their own implicit knowledge structures. Unaware processes co-construct an implicit knowledge base through emerging cognitive units different for each student and intended as basic logic, according to Basic Logic Theory which identifies six implicit cognitive units (add, chain, each, compare, focus, link) playing the role of prototype models of implicit knowledge and common to language, mathematics, and spatial representations. A voluntary sample of university students attending several degree courses, both humanistic and scientific, of the Federico II University of Naples has participated to the first round and the second round of this research concerning their study choice on the base of shared basic logic models. Given the evolutionary potential of implicit learning, the interest of this experimental research has been to analyze implicit knowledge structures of students of the same degree courses according to knowledge domains developed in ancient times such as History, Philosophy, Philology, Law, Engineering, Mathematics, Architecture, Chemistry, Science, Medicine, and Languages, looking for a convergence between implicit knowledge structures of students which did the same study choice and evolutionary knowledge domains.