Implicit visual learning and the expression of learning.

Hilde Haider; Katharina Eberhardt; Alexander Kunde; Michael Rose

doi:10.1016/j.concog.2012.11.003

Implicit visual learning and the expression of learning.

Standard

Implicit visual learning and the expression of learning. / Haider, Hilde; Eberhardt, Katharina; Kunde, Alexander; Rose, Michael.

In: CONSCIOUS COGN, Vol. 22, No. 1, 1, 2013, p. 82-98.

Research output: SCORING: Contribution to journal › SCORING: Journal article › Research › peer-review

Harvard

Haider, H, Eberhardt, K, Kunde, A & Rose, M 2013, 'Implicit visual learning and the expression of learning.', CONSCIOUS COGN, vol. 22, no. 1, 1, pp. 82-98. https://doi.org/10.1016/j.concog.2012.11.003

APA

Haider, H., Eberhardt, K., Kunde, A., & Rose, M. (2013). Implicit visual learning and the expression of learning. CONSCIOUS COGN, 22(1), 82-98. [1]. https://doi.org/10.1016/j.concog.2012.11.003

Vancouver

Haider H, Eberhardt K, Kunde A, Rose M. Implicit visual learning and the expression of learning. CONSCIOUS COGN. 2013;22(1):82-98. 1. https://doi.org/10.1016/j.concog.2012.11.003

Bibtex

@article{abf663baaba24212a09b3bbdc206369d,

title = "Implicit visual learning and the expression of learning.",

abstract = "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.",

keywords = "Analysis of Variance, Attention, Female, Humans, Male, Pattern Recognition, Visual, Psychomotor Performance, Reaction Time, Serial Learning, Young Adult",

author = "Hilde Haider and Katharina Eberhardt and Alexander Kunde and Michael Rose",

year = "2013",

doi = "10.1016/j.concog.2012.11.003",

language = "English",

volume = "22",

pages = "82--98",

journal = "CONSCIOUS COGN",

issn = "1053-8100",

publisher = "Academic Press Inc.",

number = "1",

}

RIS

TY - JOUR

T1 - Implicit visual learning and the expression of learning.

AU - Haider, Hilde

AU - Eberhardt, Katharina

AU - Kunde, Alexander

AU - Rose, Michael

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 -