Implicit visual learning and the expression of learning.
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Implicit visual learning and the expression of learning. / Haider, Hilde; Eberhardt, Katharina; Kunde, Alexander; Rose, Michael.
in: CONSCIOUS COGN, Jahrgang 22, Nr. 1, 1, 2013, S. 82-98.Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Forschung › Begutachtung
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TY - JOUR
T1 - Implicit visual learning and the expression of learning.
AU - Haider, Hilde
AU - Eberhardt, Katharina
AU - Kunde, Alexander
AU - Rose, Michael
N1 - Copyright © 2012 Elsevier Inc. All rights reserved.
PY - 2013
Y1 - 2013
N2 - Although the existence of implicit motor learning is now widely accepted, the findings concerning perceptual implicit learning are ambiguous. Some researchers have observed perceptual learning whereas other authors have not. The review of the literature provides different reasons to explain this ambiguous picture, such as differences in the underlying learning processes, selective attention, or differences in the difficulty to express this knowledge. In three experiments, we investigated implicit visual learning within the original serial reaction time task. We used different response devices (keyboard vs. mouse) in order to manipulate selective attention towards response dimensions. Results showed that visual and motor sequence learning differed in terms of RT-benefits, but not in terms of the amount of knowledge assessed after training. Furthermore, visual sequence learning was modulated by selective attention. However, the findings of all three experiments suggest that selective attention did not alter implicit but rather explicit learning processes.
AB - Although the existence of implicit motor learning is now widely accepted, the findings concerning perceptual implicit learning are ambiguous. Some researchers have observed perceptual learning whereas other authors have not. The review of the literature provides different reasons to explain this ambiguous picture, such as differences in the underlying learning processes, selective attention, or differences in the difficulty to express this knowledge. In three experiments, we investigated implicit visual learning within the original serial reaction time task. We used different response devices (keyboard vs. mouse) in order to manipulate selective attention towards response dimensions. Results showed that visual and motor sequence learning differed in terms of RT-benefits, but not in terms of the amount of knowledge assessed after training. Furthermore, visual sequence learning was modulated by selective attention. However, the findings of all three experiments suggest that selective attention did not alter implicit but rather explicit learning processes.
KW - Analysis of Variance
KW - Attention
KW - Female
KW - Humans
KW - Male
KW - Pattern Recognition, Visual
KW - Psychomotor Performance
KW - Reaction Time
KW - Serial Learning
KW - Young Adult
U2 - 10.1016/j.concog.2012.11.003
DO - 10.1016/j.concog.2012.11.003
M3 - SCORING: Journal article
C2 - 23262254
VL - 22
SP - 82
EP - 98
JO - CONSCIOUS COGN
JF - CONSCIOUS COGN
SN - 1053-8100
IS - 1
M1 - 1
ER -