Abstract
In this paper, we study the effect of conscious knowledge on implicit sequence learning. To do so, in three sequence learning experiments, we manipulated (1) the extent to which instructions were intentional vs. incidental—intentional participants were informed of the existence of sequential regularities, and (2) the amount of explicit knowledge given to participants about the stimulus material. Results indicated that explicit knowledge improves sequence learning, as indexed by an increase in reaction times when the training sequence is unexpectedly replaced by another one. To enable us to differentiate between implicit and explicit learning, we applied the process dissociation procedure in a subsequent free generation task. Results indicated that both reaction time and generation results were influenced by different levels of explicit knowledge. However, we failed to find any evidence for an automatic influence on generation performance. We also report on simulation studies using the simple recurrent network, and show that the model can account for the effects of explicit knowledge on both reaction time and generation performance. Because the model uses a single pathway to process information, these simulation results are suggestive that dissociations between implicit and explicit learning might result from continuous, gradual changes in a single dimension rather than from the involvement of different brain networks.
Highlights
In many everyday life situations, our ability to master a complex and changing environment improves with no concurrent enhancement in our ability to accurately describe the relevant regularities. This particular type of adaptation - which expresses itself in many domains, ranging from motor performance to the processing of linguistic material - is generally attributed to the operation of an implicit mode of learning that is further assumed to be independent of explicit, hypothesis-driven learning processes
Participants are faced with a serial reaction time (SRT) task in which they have to indicate as fast and as accurately as possible the location of a stimulus presented on a computer screen
To further explore the relationship between implicit and explicit learning, we examine in a series of experiments whether increasing levels of explicit knowledge leave the implicit influences measure unaffected —suggesting that implicit and explicit learning are independent from each other), or whether implicit influences during generation tend to decrease when participants are given more explicit knowledge about the sequence—suggesting that implicit and explicit learning might be mutually exclusive
Summary
In many everyday life situations, our ability to master a complex and changing environment improves with no concurrent enhancement in our ability to accurately describe the relevant regularities. This particular type of adaptation - which expresses itself in many domains, ranging from motor performance to the processing of linguistic material - is generally attributed to the operation of an implicit mode of learning that is further assumed to be independent of explicit, hypothesis-driven learning processes. The sequence of stimuli involves some regularity Performance measures, such as faster reaction times for regular than for random trials, clearly indicate that participants learn the sequence even if they often fail to exhibit precise knowledge of the repeating pattern.
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