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Implicit sequence learning and conscious awareness
Fu, Qiufang1; Fu, Xiaolan1; Dienes, Zoltan2; Xiaolan Fu
2008-03-01
Source PublicationCONSCIOUSNESS AND COGNITION
ISSN1053-8100
SubtypeArticle
Volume17Issue:1Pages:185-202
AbstractThis paper uses the Process Dissociation Procedure to explore whether people can acquire unconscious knowledge in the serial reaction time task [Destrebecqz, A., & Cleeremans, A. (2001). Can sequence learning be implicit? New evidence with the Process Dissociation Procedure. Psychonomic Bulletin & Review, 8, 343-350; Wilkinson, L., & Shanks, D. R. (2004). Intentional control and implicit sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 354-369]. Experiment I showed that people generated legal sequences above baseline levels under exclusion instructions. Reward moved exclusion performance towards baseline, indicating that the extent of motivation in the test phase influenced the expression of unconscious knowledge. Experiments 2 and 3 revealed that even with reward, adding noise to the sequences or shortening training led to above-baseline exclusion performance, suggesting that task difficulty and the amount of training also affected the expression of unconscious knowledge. The results help resolve some current debates about the role of conscious awareness in sequence learning.; This paper uses the Process Dissociation Procedure to explore whether people can acquire unconscious knowledge in the serial reaction time task [Destrebecqz, A., & Cleeremans, A. (2001). Can sequence learning be implicit? New evidence with the Process Dissociation Procedure. Psychonomic Bulletin & Review, 8, 343-350; Wilkinson, L., & Shanks, D. R. (2004). Intentional control and implicit sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 354-369]. Experiment I showed that people generated legal sequences above baseline levels under exclusion instructions. Reward moved exclusion performance towards baseline, indicating that the extent of motivation in the test phase influenced the expression of unconscious knowledge. Experiments 2 and 3 revealed that even with reward, adding noise to the sequences or shortening training led to above-baseline exclusion performance, suggesting that task difficulty and the amount of training also affected the expression of unconscious knowledge. The results help resolve some current debates about the role of conscious awareness in sequence learning. (c) 2007 Elsevier Inc. All rights reserved.
Keywordimplicit learning sequence learning subjective measures objective measures the process dissociation procedure unconscious knowledge reward task difficulty amount of training
Subject Area认知心理学
Indexed BySSCI
Language英语
WOS IDWOS:000255329300015
Citation statistics
Cited Times:55[WOS]   [WOS Record]     [Related Records in WOS]
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/5469
Collection中国科学院心理研究所回溯数据库(1956-2010)
Corresponding AuthorXiaolan Fu
Affiliation1.Chinese Acad Sci, State Key Lab Brain & Cognit Sci, Inst Psychol, Beijing 100101, Peoples R China
2.Univ Sussex, Dept Psychol, Brighton BN1 9RH, E Sussex, England
Recommended Citation
GB/T 7714
Fu, Qiufang,Fu, Xiaolan,Dienes, Zoltan,et al. Implicit sequence learning and conscious awareness[J]. CONSCIOUSNESS AND COGNITION,2008,17(1):185-202.
APA Fu, Qiufang,Fu, Xiaolan,Dienes, Zoltan,&Xiaolan Fu.(2008).Implicit sequence learning and conscious awareness.CONSCIOUSNESS AND COGNITION,17(1),185-202.
MLA Fu, Qiufang,et al."Implicit sequence learning and conscious awareness".CONSCIOUSNESS AND COGNITION 17.1(2008):185-202.
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