An old problem: How can we distinguish between conscious and unconscious knowledge acquired in an implicit learning task?
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Consciousness and Cognition 20 (3):658-672 (2011)
A long lasting debate in the field of implicit learning is whether participants can learn without acquiring conscious knowledge. One crucial problem is that no clear criterion exists allowing to identify participants who possess explicit knowledge. Here, we propose a method to diagnose during a serial reaction time task those participants who acquire conscious knowledge. We first validated this method by using Stroop-like material during training. Then we assessed participants’ knowledge with the Inclusion/Exclusion task and the wagering task . Both experiments confirmed that for participants diagnosed as having acquired conscious knowledge about the underlying sequence the Stroop congruency effect disappeared, whereas for participants not diagnosed as possessing conscious knowledge it only slightly decreased. In addition, both experiments revealed that only participants diagnosed as conscious were able to strategically use their acquired knowledge. Thus, our method allows to reliably distinguish between participants with and without conscious knowledge
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Citations of this work BETA
Hilde Haider, Katharina Eberhardt, Alexander Kunde & Michael Rose (2013). Implicit Visual Learning and the Expression of Learning. Consciousness and Cognition 22 (1):82-98.
Christoph Stahl, Marius Barth & Hilde Haider (2015). Distorted Estimates of Implicit and Explicit Learning in Applications of the Process-Dissociation Procedure to the SRT Task. Consciousness and Cognition 37:27-43.
Juliana Yordanova, Roumen Kirov & Vasil Kolev (2015). Increased Performance Variability as a Marker of Implicit/Explicit Interactions in Knowledge Awareness. Frontiers in Psychology 6.
Hilde Haider, Katharina Eberhardt, Sarah Esser & Michael Rose (2014). Implicit Visual Learning: How the Task Set Modulates Learning by Determining the Stimulus–Response Binding. Consciousness and Cognition 26:145-161.
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