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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Citations of this work BETA
Implicit Sequence Learning and Conscious Awareness.Q. FU, X. FU & Z. DIENES - 2008 - Consciousness and Cognition 17 (1):185-202.
Gradations of Awareness in a Modified Sequence Learning Task.E. Norman, M. Price, S. Duff & R. Mentzoni - 2007 - Consciousness and Cognition 16 (4):809-837.
Measuring Strategic Control in Artificial Grammar Learning.Elisabeth Norman, Mark C. Price & Emma Jones - 2011 - Consciousness and Cognition 20 (4):1920-1929.
Can Unconscious Knowledge Allow Control in Sequence Learning?Qiufang Fu, Zoltán Dienes & Xiaolan Fu - 2010 - Consciousness and Cognition 19 (1):462-474.
The Speed of Metacognition: Taking Time to Get to Know One's Structural Knowledge.Andy D. Mealor & Zoltan Dienes - 2013 - Consciousness and Cognition 22 (1):123-136.
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