Evidence Of Implicit Learning Research Articles

Cumulative effects of syntactic experience in a between- and a within-language context: Evidence for implicit learning

Abstract Implicit learning models suggest that speakers adapt syntactic knowledge in response to prior syntactic experience and such adaptation is sensitive to surface structures (word order) (e.g., Chang et al., 2006 , Reitter et al., 2011 ). To determine the scope of syntactic processing to which an implicit learning mechanism is applicable and its sensitivity to surface structures, we investigated cumulative priming and inverse frequency effects across different constructions in a between- language context of Chinese and English (Experiment 1) and in a within- language context of Chinese (Experiment 2). Our results showed that Chinese speakers integrated cumulative experience in Chinese into production of not only Chinese but also of English and that such adaptation was not sensitive to surface word order at least in a between- language context. These findings suggest that an implicit learning mechanism is a universal, language-unspecific processing mechanism that is not sensitive to surface syntactic structures. We discuss these findings in terms of theories of structural priming and bilingual syntactic processing and consider the need for a model that accommodates our findings.

Effect of Improper Soccer Heading on Serial Reaction Time Task Performance

Using the Serial Reaction Time Task (SRTT), which measures implicit learning, the present experiment investigated the consequences of sub-concussive impacts in soccer from trained and untrained heading techniques. Fifty-one participants were (n = 25) or were not (n = 26) given training in proper heading after which they were tested on a head-ball task. The SRTT was administered before (pre-test) and after (post-test) the training and testing. There was some evidence of implicit learning on the pre-test, and clear evidence of continued implicit learning on the post-test. Most importantly, improper heading did not disrupt test performance. Strengths and weaknesses of the present experiment are presented and suggestions are made for future research.

Structural priming in Spanish as evidence of implicit learning

This study uses a structural priming technique with young Spanish speakers to test whether exposure to a rare syntactic form in Spanish (fue-passive) would increase the production and comprehension of that form. In Study 1, 14 six-year-old Spanish speakers described pictures of transitive scenes. This baseline study revealed that fue-passives were virtually non-existent in children's spontaneous speech. Using the priming technique in Study 2, an additional 56 Spanish-speaking children were exposed to fue-passive or active picture descriptions; we varied whether children repeated the modeled form. With repetition, production of fue-passives increased past baseline usage. When not asked to repeat, comprehension and production of fue-passives was no different than chance. Results extend the existing literature by experimentally testing input effects on the production and comprehension of infrequently used constructions, further corroborating the relation between input frequency and language skill. Findings are consistent with the view that an implicit learning mechanism guides language learning.

Evidence for Implicit Learning in Syntactic Comprehension

This study provides evidence for implicit learning in syntactic comprehension. By reanalyzing data from a syntactic priming experiment (Thothathiri & Snedeker, 2008), we find that the error signal associated with a syntactic prime influences comprehenders' subsequent syntactic expectations. This follows directly from error-based implicit learning accounts of syntactic priming, but it is unexpected under accounts that consider syntactic priming a consequence of temporary increases in base-level activation. More generally, the results raise questions about the principles underlying the maintenance of implicit statistical knowledge relevant to language processing, and about possible functional motivations for syntactic priming.

Relative change probability affects the decision process of detecting multiple feature changes.

Change in a real world setting usually consists of multiple feature changes, and one feature may change more often than another. This study manipulated the number of changes in orientation and spatial frequency to examine the effect of the relative change probability on the comparison and decision processes in a change detection task. Results showed that when two types of features changed equally often (Experiment 1), parallel self-terminating processing was adopted. When frequency changed more often than orientation (Experiment 2), serial self-terminating processing was adopted. However, when there was a lack of cognitive resources (Experiment 3), parallel self-terminating processing was adopted even when relative saliency existed. In all three experiments, the process capacity ranged from limited to unlimited. In addition, the participants reported that they were not aware of their use of change probability information, thus, providing evidence of implicit learning of change probability. These results support the relative saliency hypothesis: relative change probability affects the relative salience between features and, consequently, influences the adoption of decision strategies. Furthermore, the results highlight that perceptual comparison and decision processes are flexible and can vary depending on the relative saliency and resources available for information processing.

The use of multi-sensory therapy for dementia in residential aged care: Findings from a survey of one Australian state

technology to support and maintain functioning?” Methods: The research programme has adopted an iterative design approach where prototypes are taken into the field and evaluated with end-users, primarily people with dementia. A mixed methodologies approach has been used to foster data collection including several experiments comparing the technology with non-technological interventions, controlling for a number of variables. We have also collected a large amount of observational data using video recording and have developed an array of analysis techniques to examine both individual behavior and interactions between two or more people. Results: The results broadly speaking fall into three areas. The first is the impact of technology on functioning. The results suggest that it is possible to target interventions to aspects of cognitive function that are still working well and find ways to circumvent those processes that are less reliable. Secondly, is the evidence that people with dementia can learn new things. This applies not only to novel technology but also evidence of implicit learning on a skill game. Thirdly, is the effect that seeing people with dementia accomplishing tasks using a computer has on caregivers. Essentially, caregivers not only see people with dementia in a new light but also take a sense of pride in their own role supporting people living with dementia. Conclusions: The findings suggest that there is great potential for sensitivelyand appropriately-designed technology to benefit people living with dementia. It is possible to create technology that reflects the patterns of spared and impaired processes experienced by people with AD. The greater challenge is to make technological interventions that are responsive to the changes people experience over time.

Individuals with Alzheimer's disease achieve implicit and explicit learning: Previous success replicated with different stimuli

Background: This study is a replication and extension of a verbal learning experiment reported in this journal (Arkin, Rose, & Hopper, 2000) with individuals who had Alzheimer's disease (AD). Those participants demonstrated implicit and explicit learning of exemplars from an inanimate semantic category (items people wear). Aims: The purpose of this study was to examine the effects of repeated exposure to animal exemplars on implicit and explicit learning of 13 individuals with mild to moderate dementia due to AD (of which 7 also participated in the earlier study). Methods and Procedures: Following 18–20 60‐second baseline fluency tests of the target category “animals”, participants engaged in eight sessions of a picture naming and related quiz exercise (study task) that contained 34 words from the target category (exposure words). One hour after each study task session, the fluency test used at baseline was re‐administered (experimental fluency test (EFT)). Outcomes and Results: On the study task, the group achieved a significant improvement in the number of correct answers from the first to their best and to their eighth trial (evidence of explicit learning). On the EFTs, 10 of the 13 AD participants produced one or more exposure words never named during the baseline fluency tests (evidence of implicit learning), and 12 out of 13 participants produced novel words that were not exposure words and not produced at baseline (evidence of spreading activation). Additionally, the explicit learning performance of the seven individuals who participated in our earlier study and in this study were compared for the “items people wear” (nonliving) and “animals” (living) categories. This comparison revealed a significantly greater improvement in naming performance from the first to the best study task trials for the “items people wear” (nonliving) category than for the animals (living) category. Conclusions: Results suggest that repeated exposure to and practice in retrieving category exemplars facilitate short‐term (over a 1‐hour time interval) implicit and explicit learning and semantic activation in AD participants with very mild to moderately severe dementia. Future directions include exploring the length of time over which this explicit and implicit learning is maintained post‐intervention. The differential learning curve for living versus nonliving exemplars observed here is suggestive and requires further investigation under more rigorous conditions.

Experimental Tests of Subjective Bayesian Methods

We evaluated Samaniego and Reneau's 1994 novel weight method for eliciting subjective probability estimates. Experiment 1 replicated their experiment (subjects weighed their prior estimate against 10 new observations), with an additional weight judgment against 50 observations. In Experiment 2, subjects gave prior estimates to questions in a domain more familiar to them. In Experiment 3, subjects weighed priors against samples of 10 or 50 on a modified scale. We find substantial individual differences in sensitivity to sample size in this task, and also evidence for implicit learning: Subjects who first judged N = 50 subsequently place lower weights on N = 10. People cannot evaluate the quality of their prior knowledge accurately, nor can they consistently produce calibrated priors and marginal posteriors. These results do not support the use of the weight-judgment method for parameter estimation, but do encourage its continued development and improvement.

Teaching Games for Understanding: Its Contribution to the Knowledge of Skill Acquisition from a Motor Learning Perspective

The Teaching Games for Understanding (TGFU) approach has received, considerable support in the pedagogical literature and has been warmly accepted by physical educators. Observation of the motor learning literature, however, shows that it has made little impact on motor learning theorists and researchers. This paper examines the research literature in TGFU and questions its contribution to our understanding of learning in games. It is concluded that the TGFU research has provided the motor learning theorists with very little that is new. There is insufficient evidence to support the TGFU apologists claim that it is superior to other methods in teaching decision making in games. The research, however, has shown that investigations into motor learning can move away from classical laboratory studies to more ecologically valid field based experiments. Furthermore, evidence of implicit learning of techniques and decision making has been shown.

Can Dynamic Control Task Knowledge be Communicated?

Numerous studies on the control of complex systems have pointed out dissociations between skilled task performance and the associated verbalizable knowledge, and have claimed them to be evidence of implicit learning. In this paper, I will first discuss some methodological difficulties in examining whether knowledge is explicit and then attempt to determine whether knowledge acquired while interacting with the simulated sugar factory system designed by Berry and Broadbent (1984) can be communicated As far as awareness is based on an objective criterion or defined in terms of verbal reports, related studies suggest that control task knowledge is accessible to consciousness. Overall, these findings provide little evidence for the strong dissociation hypothesized earlier.