Abstract

The statistical regularities of a sequence of visual shapes can be learned incidentally. Arciuli et al. (2014) recently argued that intentional instructions only improve learning at slow presentation rates as they favor the use of explicit strategies. The aim of the present study was (1) to test this assumption directly by investigating how instructions (incidental vs. intentional) and presentation rate (fast vs. slow) affect the acquisition of knowledge and (2) to examine how these factors influence the conscious vs. unconscious nature of the knowledge acquired. To this aim, we exposed participants to four triplets of shapes, presented sequentially in a pseudo-random order, and assessed their degree of learning in a subsequent completion task that integrated confidence judgments. Supporting Arciuli et al.’s (2014) claim, participant performance only benefited from intentional instructions at slow presentation rates. Moreover, informing participants beforehand about the existence of statistical regularities increased their explicit knowledge of the sequences, an effect that was not modulated by presentation speed. These results support that, although visual statistical learning can take place incidentally and, to some extent, outside conscious awareness, factors such as presentation rate and prior knowledge can boost learning of these regularities, presumably by favoring the acquisition of explicit knowledge.

Highlights

  • Statistical learning refers to the ability to extract the regularities present in the environment

  • A univariate analysis of variance (ANOVA) was applied on the proportions of correct completion responses transformed by the arcsine function1, with Instructions and Pace as fixed factors

  • A repeated measures ANOVA was applied on the proportions of correct completion responses transformed by the arcsine function with Confidence as a within-subject factor, and Instructions and Pace as between-subjects factors

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Summary

Introduction

Statistical learning refers to the ability to extract the regularities present in the environment. This process is essential, given the richness and complexity of our sensorial world. Many studies have convincingly demonstrated that statistical learning occurs incidentally and spontaneously, namely without any conscious attempt to extract the underlying structure of the material. When asked to verbally report on what they have learned, participants hardly manage to verbalize the acquired knowledge. These observations have led some authors to consider statistical learning as a form of implicit learning (Perruchet and Pacton, 2006)

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