Independent judgment-linked and motor-linked forms of artificial grammar learning

Consciousness and Cognition 7 (2):259-284 (1998)
Three experiments investigated whether a motor-linked measure (string typing speed) and an judgment-linked measure (grammatical judgment of strings) accessed the same implicit learning mechanisms in the artificial grammar learning task. Participants first studied grammatical strings through observation or through responding to each letter by typing it and then performed typing and grammatical judgment tests. Grammatical judgment test performance was better after observation than after respond learning, whereas typing test performance on higher order relations was worse after observation than after respond learning (Experiment 1). Participants transferred grammatical knowledge across letter sets on the grammatical judgment test, but not on the typing test (Experiment 2). Typing speed did not differ for hits (grammatical strings classified by participants as grammatical) and misses (grammatical strings classified as nongrammatical, Experiment 3). These results are consistent with typing and grammatical judgment tests tapping independent mechanisms and indicate that implicit learning may consist of many different forms of learning rather than being a unitary learning mechanism.
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DOI 10.1006/ccog.1997.0331
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References found in this work BETA
Characteristics of Dissociable Human Learning Systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-395.
On the Relationship Between Autobiographical Memory and Perceptual Learning.Larry L. Jacoby & Mark Dallas - 1981 - Journal of Experimental Psychology: General 110 (3):306-340.
An Illusion of Memory: False Recognition Influenced by Unconscious Perception.Larry L. Jacoby & Kevin Whitehouse - 1989 - Journal of Experimental Psychology: General 118 (2):126-135.
Implicit Learning and Tacit Knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology 118:219-35.

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Two Ways of Learning Associations.Luke Boucher & Zoltán Dienes - 2003 - Cognitive Science 27 (6):807-842.

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