Do measures of explicit learning actually measure what is being learnt in the serial reaction time task?
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Psyche 2 (20) (1995)
Studies of implicit learning have shown that individuals exposed to a rule-governed environment often learn to exploit 'rules' which describe the structural relationship between environmental events. While some authors have interpreted such demonstrations as evidence for functionally separate implicit learning systems, others have argued that the observed changes in performance result from explicit knowledge which has been inadequately assessed. In this paper we illustrate this issue by considering one commonly used implicit learning task, the Serial reaction time task, and outline what we see as an important problem associated with each of the commonly used methods used to assess explicit knowledge. This is that each measure requires a form of response which is dependent on the subjects having some knowledge of the serial-order of the sequence. We argue that such methods, or more specifically their analyses, seriously underestimate other sources of knowledge, which may be available to subjects during their performance of the SRT task. In support of this argument we demonstrate that subjects' serial-order knowledge can, in principle, be independent of subjects' knowledge of the statistical structure of the sequence, and we propose an alternative method for analysing performance on the Generate task which avoids this problem
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Arnaud Destrebecqz & Axel Cleeremans (2001). Can Sequence Learning Be Implicit? New Evidence with the Process Dissociation Procedure. Psychonomic Bulletin and Review 8 (2):343-350.
Luis Jimenez, Castor Mendez & Axel Cleeremans (1996). Comparing Direct and Indirect Measures of Sequence Learning. Journal of Experimental Psychology 22 (4):948-969.
Axel Cleeremans & Luis Jiménez (1994). Direct and Indirect Measures of Implicit Learning. In Ashwin Ram & Kurt Eiselt (eds.), Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society. Erlbaum. 445--450.
Added to index2009-01-28
Total downloads21 ( #119,065 of 1,696,808 )
Recent downloads (6 months)3 ( #187,594 of 1,696,808 )
How can I increase my downloads?