Fringe consciousness in sequence learning: The influence of individual differences

Consciousness and Cognition 15 (4):723-760 (2006)
We first describe how the concept of “fringe consciousness” can characterise gradations of consciousness between the extremes of implicit and explicit learning. We then show that the NEO-PI-R personality measure of openness to feelings, chosen to reflect the ability to introspect on fringe feelings, influences both learning and awareness in the serial reaction time task under conditions that have previously been associated with implicit learning . This provides empirical evidence for the proposed phenomenology and functional role of fringe consciousness in so-called implicit learning paradigms . Introducing an individual difference variable also helped to identify possible limitations of the exclusion task as a measure of conscious sequence knowledge. Further exploration of individual differences in fringe awareness may help to avoid polarity in the implicit learning debate, and to resolve apparent inconsistencies between previous SRT studies
Keywords *Implicit Learning  *Individual Differences  *Phenomenology  *Sequential Learning  Consciousness States  Reaction Time
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DOI 10.1016/j.concog.2005.06.003
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References found in this work BETA
Arthur S. Reber (1989). Implicit Learning and Tacit Knowledge. Journal of Experimental Psychology 118:219-35.

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