Abstract
Several methods have been developed for measuring the extent to which implicitly learned knowledge can be applied in a strategic, flexible manner. Examples include generation exclusion tasks in Serial Reaction Time (SRT) learning (Goschke, 1998; Destrebecqz and Cleeremans, 2001) and 2-grammar classification tasks in Artificial Grammar Learning (AGL; Dienes et al., 1995; Norman et al., 2011). Strategic control has traditionally been used as a criterion for determining whether acquired knowledge is conscious or unconscious, or which properties of knowledge are consciously available. In this paper I first summarize existing methods that have been developed for measuring strategic control in the SRT and AGL tasks. I then address some methodological and theoretical questions. Methodological questions concern choice of task, whether the measurement reflects inhibitory control or task switching, and whether or not strategic control should be measured on a trial-by-trial basis. Theoretical questions concern the rationale for including measurement of strategic control, what form of knowledge is strategically controlled, and how strategic control can be combined with subjective awareness measures.
Highlights
Strategic control over knowledge refers to whether it can be deliberately applied or withheld according to instructions (Jacoby, 1991)
The aim of this paper is to address and discuss some methodological and theoretical questions related to the measurement of strategic control in implicit learning, where learning of complex stimulus regularities occurs in the absence of a conscious intention to learn or full conscious awareness of the acquired knowledge
Type of Task As we see from the above examples, there is large variation in the way strategic control has been measured with the Serial Reaction Time (SRT) and Artificial Grammar Learning (AGL) tasks, both in terms of in which part of the experiment it is measured, the type of judgment it involves, and whether it allows for an independent measure of learning
Summary
Several methods have been developed for measuring the extent to which implicitly learned knowledge can be applied in a strategic, flexible manner. Examples include generation exclusion tasks in Serial Reaction Time (SRT) learning (Goschke, 1998; Destrebecqz and Cleeremans, 2001) and 2-grammar classification tasks in Artificial Grammar Learning (AGL; Dienes et al, 1995; Norman et al, 2011). In this paper I first summarize existing methods that have been developed for measuring strategic control in the SRT and AGL tasks. Methodological questions concern choice of task, whether the measurement reflects inhibitory control or task switching, and whether or not strategic control should be measured on a trial-by-trial basis. Theoretical questions concern the rationale for including measurement of strategic control, what form of knowledge is strategically controlled, and how strategic control can be combined with subjective awareness measures
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