Implicit visual learning: how the task set modulates learning by determining the stimulus-response binding

Hilde Haider; Katharina Eberhardt; Sarah Esser; Michael Rose

doi:10.1016/j.concog.2014.03.005

Implicit visual learning: how the task set modulates learning by determining the stimulus-response binding

Standard

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, Vol. 26, 2014, p. 145-61.

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

Harvard

Haider, H, Eberhardt, K, Esser, S & Rose, M 2014, 'Implicit visual learning: how the task set modulates learning by determining the stimulus-response binding', CONSCIOUS COGN, vol. 26, pp. 145-61. https://doi.org/10.1016/j.concog.2014.03.005

APA

Haider, H., Eberhardt, K., Esser, S., & Rose, M. (2014). Implicit visual learning: how the task set modulates learning by determining the stimulus-response binding. CONSCIOUS COGN, 26, 145-61. https://doi.org/10.1016/j.concog.2014.03.005

Vancouver

Haider H, Eberhardt K, Esser S, Rose M. Implicit visual learning: how the task set modulates learning by determining the stimulus-response binding. CONSCIOUS COGN. 2014;26:145-61. https://doi.org/10.1016/j.concog.2014.03.005

Bibtex

@article{35226f14985f47aea5b66ec896f5b875,

title = "Implicit visual learning: how the task set modulates learning by determining the stimulus-response binding",

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.",

keywords = "Adult, Attention, Female, Humans, Knowledge, Learning, Male, Psychomotor Performance, Young Adult",

author = "Hilde Haider and Katharina Eberhardt and Sarah Esser and Michael Rose",

year = "2014",

doi = "10.1016/j.concog.2014.03.005",

language = "English",

volume = "26",

pages = "145--61",

journal = "CONSCIOUS COGN",

issn = "1053-8100",

publisher = "Academic Press Inc.",

}

RIS

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

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 -