Universität zu Köln

Haider, Hilde, Eberhardt, Katharina, Esser, Sarah and Rose, Michael (2014). Implicit visual learning: How the task set modulates learning by determining the stimulus-response binding. Conscious. Cogn., 26. S. 145 - 162. SAN DIEGO: ACADEMIC PRESS INC ELSEVIER SCIENCE. ISSN 1090-2376

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Abstract

Implicit learning is one of the most fundamental learning mechanisms that enables humans to adapt to regularities inherent in the environment. Despite its high flexibility, it depends on constraints, such as selective attention. Here, we focused on the stimulus-to-response binding which defines the dimensions of the stimuli and the responses participants attend to. In a serial reaction time task with a visual sequence, we investigated whether this stimulus-response binding influences the amount of sequence learning. The results of Experiments 1 and 2 showed that visual sequence learning is reduced when participants do not attend to the relevant response dimension. Furthermore, the findings of Experiment 3 suggest that attention to the relevant response dimension increased the development of explicit knowledge without affecting implicit knowledge. This latter finding is difficult to reconcile with the assumption that explicit learning results from the gradual strengthening of sequence representations. (C) 2014 Elsevier Inc. All rights reserved.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Haider, Hilde UNSPECIFIED UNSPECIFIED UNSPECIFIED Eberhardt, Katharina UNSPECIFIED UNSPECIFIED UNSPECIFIED Esser, Sarah UNSPECIFIED UNSPECIFIED UNSPECIFIED Rose, Michael UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-438887
DOI:	10.1016/j.concog.2014.03.005
Journal or Publication Title:	Conscious. Cogn.
Volume:	26
Page Range:	S. 145 - 162
Date:	2014
Publisher:	ACADEMIC PRESS INC ELSEVIER SCIENCE
Place of Publication:	SAN DIEGO
ISSN:	1090-2376
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language INDEPENDENT ACQUISITION; UNCONSCIOUS KNOWLEDGE; SELECTIVE ATTENTION; CONSCIOUSNESS; DISSOCIATION; SEQUENCES; IMPACT Multiple languages Psychology, Experimental Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/43888