Is implicit learning perceptually inflexible? New evidence using a simple cued reaction-time task

Caroline Tomiczek*, Darren Burke

*Corresponding author for this work

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Considerable research has been devoted to investigating learning without awareness. Burke and Roodenrys [Burke, D., & Roodenrys, S. (2000). Implicit learning in a simple cued reaction-time task. Learning and Motivation 31, 364-380] developed a simple learning task in which a cue shape predicts the arrival of a target shape (to which subjects respond) in a sequence of rapidly presented shapes, and found that all subjects responded faster to cued targets than to uncued targets, even those classified as unaware of the cue-target relationship. Two experiments were conducted to examine the perceptual flexibility of implicit (and explicit) learning using the paradigm developed by Burke and Roodenrys (2000). Perceptual flexibility was examined by altering the perceptual features of the cue shape. The results of the first experiment indicated the implicit, but not explicit, learning that occurs in this paradigm is perceptually inflexible. However, the second experiment indicated that perceptually flexible implicit learning can be encouraged by varying the nature of the experimental stimuli. These experiments therefore provide support for processing accounts of transfer. Crown

Original languageEnglish
Pages (from-to)95-113
Number of pages19
JournalLearning and Motivation
Volume39
Issue number2
DOIs
Publication statusPublished - May 2008

Keywords

  • Awareness
  • Implicit learning
  • Perceptual
  • Reaction-time
  • Transfer

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