Universität zu Köln

Haider, Hilde, Eichler, Alexandra and Lange, Thorsten (2011). An old problem: How can we distinguish between conscious and unconscious knowledge acquired in an implicit learning task? Conscious. Cogn., 20 (3). S. 658 - 673. SAN DIEGO: ACADEMIC PRESS INC ELSEVIER SCIENCE. ISSN 1053-8100

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Abstract

A long lasting debate in the field of implicit learning is whether participants can learn without acquiring conscious knowledge. One crucial problem is that no clear criterion exists allowing to identify participants who possess explicit knowledge. Here, we propose a method to diagnose during a serial reaction time task those participants who acquire conscious knowledge. We first validated this method by using Stroop-like material during training. Then we assessed participants' knowledge with the Inclusion/Exclusion task (Experiment 1) and the wagering task (Experiment 2). Both experiments confirmed that for participants diagnosed as having acquired conscious knowledge about the underlying sequence the Stroop congruency effect disappeared, whereas for participants not diagnosed as possessing conscious knowledge it only slightly decreased. In addition, both experiments revealed that only participants diagnosed as conscious were able to strategically use their acquired knowledge. Thus, our method allows to reliably distinguish between participants with and without conscious knowledge. (C) 2010 Elsevier Inc. All rights reserved.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Haider, Hilde UNSPECIFIED UNSPECIFIED UNSPECIFIED Eichler, Alexandra UNSPECIFIED UNSPECIFIED UNSPECIFIED Lange, Thorsten UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-490200
DOI:	10.1016/j.concog.2010.10.021
Journal or Publication Title:	Conscious. Cogn.
Volume:	20
Number:	3
Page Range:	S. 658 - 673
Date:	2011
Publisher:	ACADEMIC PRESS INC ELSEVIER SCIENCE
Place of Publication:	SAN DIEGO
ISSN:	1053-8100
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language STIMULUS-RESPONSE COMPATIBILITY; EXPLICIT; AWARENESS; MEMORY; RELIABILITY; PERCEPTION; WORKSPACE; CONTEXT; MODEL Multiple languages Psychology, Experimental Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/49020