Barth, Marius ORCID: 0000-0002-3421-6665, Stahl, Christoph and Haider, Hilde (2019). Assumptions of the Process-Dissociation Procedure Are Violated in Implicit Sequence Learning. J. Exp. Psychol.-Learn. Mem. Cogn., 45 (4). S. 641 - 677. WASHINGTON: AMER PSYCHOLOGICAL ASSOC. ISSN 1939-1285

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Abstract

In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: inclusion instructions require generating the transitions that form the learned sequence; exclusion instructions require generating transitions other than those of the learned sequence. Whereas accurate performance under inclusion may be based on either implicit or explicit knowledge. avoiding to generate learned transitions requires controllable explicit sequence knowledge. The PD approach yields separate estimates of explicit and implicit knowledge that are derived from the same task; it therefore avoids many problems of previous measurement approaches. However, the PD approach rests on the critical assumption that the implicit and explicit processes are invariant across inclusion and exclusion conditions. We tested whether the invariance assumptions hold for the PD generation task. Across three studies using first-order as well as second-order regularities, invariance of the controlled process was found to be violated. In particular, despite extensive amounts of practice, explicit knowledge was not exhaustively expressed in the exclusion condition. We discuss the implications of these findings for the use of process-dissociation in assessing implicit knowledge.

Item Type: Journal Article
Creators:
CreatorsEmailORCIDORCID Put Code
Barth, MariusUNSPECIFIEDorcid.org/0000-0002-3421-6665UNSPECIFIED
Stahl, ChristophUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
Haider, HildeUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
URN: urn:nbn:de:hbz:38-153173
DOI: 10.1037/xlm0000614
Journal or Publication Title: J. Exp. Psychol.-Learn. Mem. Cogn.
Volume: 45
Number: 4
Page Range: S. 641 - 677
Date: 2019
Publisher: AMER PSYCHOLOGICAL ASSOC
Place of Publication: WASHINGTON
ISSN: 1939-1285
Language: English
Faculty: Faculty of Human Sciences
Divisions: Faculty of Human Sciences > Department Psychologie
Subjects: no entry
Uncontrolled Keywords:
KeywordsLanguage
MEMORY PROCESSES; CONSCIOUS KNOWLEDGE; EXPLICIT KNOWLEDGE; TREE MODELS; INDEPENDENCE; RECOGNITION; PERFORMANCE; ATTENTIONMultiple languages
Psychology; Psychology, ExperimentalMultiple languages
Refereed: Yes
URI: http://kups.ub.uni-koeln.de/id/eprint/15317

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