Implicit visual learning: how the task set modulates learning by determining the stimulus-response binding
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Implicit visual learning: how the task set modulates learning by determining the stimulus-response binding. / Haider, Hilde; Eberhardt, Katharina; Esser, Sarah; Rose, Michael.
in: CONSCIOUS COGN, Jahrgang 26, 2014, S. 145-61.Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Forschung › Begutachtung
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TY - JOUR
T1 - Implicit visual learning: how the task set modulates learning by determining the stimulus-response binding
AU - Haider, Hilde
AU - Eberhardt, Katharina
AU - Esser, Sarah
AU - Rose, Michael
N1 - Copyright © 2014 Elsevier Inc. All rights reserved.
PY - 2014
Y1 - 2014
N2 - 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.
AB - 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.
KW - Adult
KW - Attention
KW - Female
KW - Humans
KW - Knowledge
KW - Learning
KW - Male
KW - Psychomotor Performance
KW - Young Adult
U2 - 10.1016/j.concog.2014.03.005
DO - 10.1016/j.concog.2014.03.005
M3 - SCORING: Journal article
C2 - 24747993
VL - 26
SP - 145
EP - 161
JO - CONSCIOUS COGN
JF - CONSCIOUS COGN
SN - 1053-8100
ER -