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  1. Distorted Estimates of Implicit and Explicit Learning in Applications of the Process-Dissociation Procedure to the SRT Task.Christoph Stahl, Marius Barth & Hilde Haider - 2015 - Consciousness and Cognition 37:27-43.
  • The Relationship Between Strategic Control and Conscious Structural Knowledge in Artificial Grammar Learning.Elisabeth Norman, Ryan B. Scott, Mark C. Price & Zoltan Dienes - 2016 - Consciousness and Cognition 42:229-236.
  • Tonal Symmetry Induces Fluency and Sense of Well-Formedness.Fuqiang Qiao, Fenfen Sun, Fengying Li, Xiaoli Ling, Li Zheng, Lin Li, Xiuyan Guo & Zoltan Dienes - 2018 - Frontiers in Psychology 9.
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  • Measuring Strategic Control in Implicit Learning: How and Why?Elisabeth Norman - 2015 - Frontiers in Psychology 6.
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  • Measuring “Intuition” in the SRT Generation Task.Elisabeth Norman & Mark C. Price - 2010 - Consciousness and Cognition 19 (1):475-477.
    We address some concerns related to the use of post-trial attribution judgments, originally developed for artificial grammar learning , during the version of the serial reaction time task used by Fu, Dienes, and Fu . In particular, intuition attributions, which are central to Fu et al.’s arguments, seem problematic: This attribution is likely to be made when stimuli contain several competing sources of information to which subjective feelings could be attributed. The interpretation of intuition attributions in Fu et al.’s SRT (...)
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  • Unconscious Structural Knowledge of Form–Meaning Connections.Weiwen Chen, Xiuyan Guo, Jinghua Tang, Lei Zhu, Zhiliang Yang & Zoltan Dienes - 2011 - Consciousness and Cognition 20 (4):1751-1760.
    We investigated the implicit learning of a linguistically relevant variable in a natural language context . Trial by trial subjective measures indicated that exposure to a form–animacy regularity led to unconscious knowledge of that regularity. Under the same conditions, people did not learn about another form–meaning regularity when a linguistically arbitrary variable was used instead of animacy . Implicit learning is constrained to acquire unconscious knowledge about features with high prior probabilities of being relevant in that domain.
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  • Subliminal Understanding of Negation: Unconscious Control by Subliminal Processing of Word Pairs.Anna-Marie Armstrong & Zoltan Dienes - 2013 - Consciousness and Cognition 22 (3):1022-1040.
    A series of five experiments investigated the extent of subliminal processing of negation. Participants were presented with a subliminal instruction to either pick or not pick an accompanying noun, followed by a choice of two nouns. By employing subjective measures to determine individual thresholds of subliminal priming, the results of these studies indicated that participants were able to identify the correct noun of the pair – even when the correct noun was specified by negation. Furthermore, using a grey-scale contrast method (...)
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  • Learning Without Consciously Knowing: Evidence From Event-Related Potentials in Sequence Learning.Qiufang Fu, Guangyu Bin, Zoltan Dienes, Xiaolan Fu & Xiaorong Gao - 2013 - Consciousness and Cognition 22 (1):22-34.
    This paper investigated how implicit and explicit knowledge is reflected in event-related potentials in sequence learning. ERPs were recorded during a serial reaction time task. The results showed that there were greater RT benefits for standard compared with deviant stimuli later than early on, indicating sequence learning. After training, more standard triplets were generated under inclusion than exclusion tests and more standard triplets under exclusion than chance level, indicating that participants acquired both explicit and implicit knowledge. However, deviant targets elicited (...)
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  • The Distinction Between Intuition and Guessing in the SRT Task Generation: A Reply to Norman and Price.Qiufang Fu, Zoltán Dienes & Xiaolan Fu - 2010 - Consciousness and Cognition 19 (1):478-480.
    We investigated the extent to which people could generate sequences of responses based on knowledge acquired from the Serial Reaction Time task, depending on whether it felt subjectively like the response was based on pure guessing, intuition, conscious rules or memories. Norman and Price argued that in the context of our task, intuition responses were the same as guessing responses. In reply, we argue that not only do subjects apparently claim to be experiencing different phenomenologies when saying intuition versus guess, (...)
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  • Measuring Strategic Control in Artificial Grammar Learning.Elisabeth Norman, Mark C. Price & Emma Jones - 2011 - Consciousness and Cognition 20 (4):1920-1929.
    In response to concerns with existing procedures for measuring strategic control over implicit knowledge in artificial grammar learning , we introduce a more stringent measurement procedure. After two separate training blocks which each consisted of letter strings derived from a different grammar, participants either judged the grammaticality of novel letter strings with respect to only one of these two grammars , or had the target grammar varying randomly from trial to trial which required a higher degree of conscious flexible control. (...)
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  • Unconscious Structural Knowledge of Tonal Symmetry: Tang Poetry Redefines Limits of Implicit Learning.Shan Jiang, Lei Zhu, Xiuyan Guo, Wendy Ma, Zhiliang Yang & Zoltan Dienes - 2012 - Consciousness and Cognition 21 (1):476-486.
    The study aims to help characterize the sort of structures about which people can acquire unconscious knowledge. It is already well established that people can implicitly learn n-grams and also repetition patterns. We explore the acquisition of unconscious structural knowledge of symmetry. Chinese Tang poetry uses a specific sort of mirror symmetry, an inversion rule with respect to the tones of characters in successive lines of verse. We show, using artificial poetry to control both n-gram structure and repetition patterns, that (...)
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  • Explicit Feedback Maintains Implicit Knowledge.Andy D. Mealor & Zoltan Dienes - 2013 - Consciousness and Cognition 22 (3):822-832.
    The role of feedback was investigated with respect to conscious and unconscious knowledge acquired during artificial grammar learning . After incidental learning of training sequences, participants classified further sequences in terms of grammaticality and reported their decision strategy with or without explicit veridical feedback. Sequences that disobeyed the learning structure conformed to an alternative structure. Feedback led to an increase in the amount of reported conscious knowledge of structure but did not increase its accuracy. Conversely, feedback maintained the accuracy of (...)
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  • Impact of Response Stimulus Interval on Transfer of Non-Local Dependent Rules in Implicit Learning: An ERP Investigation.Jianping Huang, Hui Dai, Jing Ye, Chuanlin Zhu, Yingli Li & Dianzhi Liu - 2017 - Frontiers in Psychology 8.
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