Is Implicit Learning Perceptually Inflexible? New Evidence Using a Simple Cued Reaction-Time Task

Autor/inn/en	Tomiczek, Caroline; Burke, Darren
Titel	Is Implicit Learning Perceptually Inflexible? New Evidence Using a Simple Cued Reaction-Time Task
Quelle	In: Learning and Motivation, 39 (2008) 2, S.95-113 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-9690
DOI	10.1016/j.lmot.2007.07.001
Schlagwörter	Stimuli; Models; Learning Processes; Reaction Time; Perceptual Development; Cues; Task Analysis; Transfer of Training + Suchen Sie Ihr Suchwort? Anreizsystem; Analogiemodell; Learning process; Lernprozess; Reaktionsvermögen; Wahrnehmungsentwicklung; Stichwort; Aufgabenanalyse; Training; Transfer; Ausbildung
Abstract	Considerable research has been devoted to investigating learning without awareness. Burke and Roodenrys [Burke, D., & Roodenrys, S. (2000). Implicit learning in a simple cued reaction-time task. "Learning and Motivation" 31, 364-380] developed a simple learning task in which a cue shape predicts the arrival of a target shape (to which subjects respond) in a sequence of rapidly presented shapes, and found that all subjects responded faster to cued targets than to uncued targets, even those classified as unaware of the cue-target relationship. Two experiments were conducted to examine the perceptual flexibility of implicit (and explicit) learning using the paradigm developed by Burke and Roodenrys (2000). Perceptual flexibility was examined by altering the perceptual features of the cue shape. The results of the first experiment indicated the implicit, but not explicit, learning that occurs in this paradigm is perceptually inflexible. However, the second experiment indicated that perceptually flexible implicit learning can be encouraged by varying the nature of the experimental stimuli. These experiments therefore provide support for processing accounts of transfer. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10