Implicit sequence learning based on instructed task set.

2012 ◽  
Vol 38 (5) ◽  
pp. 1389-1407 ◽  
Author(s):  
Robert Gaschler ◽  
Peter A. Frensch ◽  
Asher Cohen ◽  
Dorit Wenke
Keyword(s):  
Sequence Learning ◽  
Implicit Sequence Learning ◽  
Task Set

Implicit sequence learning based on instructed action codes

2009 ◽  
Author(s):  
Robert Gaschler ◽  
Dorit Wenke ◽  
Asher Cohen ◽  
Peter A. Frensch
Keyword(s):  
Sequence Learning ◽  
Implicit Sequence Learning

scholarly journals Assumptions of the Process-Dissociation Procedure are Violated in Implicit Sequence Learning

2016 ◽  
Author(s):  
Marius Barth ◽  
Christoph Stahl ◽  
Hilde Haider
Keyword(s):  
Sequence Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Process Dissociation ◽  
Implicit Sequence Learning ◽  
Generation Task ◽  
Accurate Performance ◽  
Exclusion Condition ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: inclusion instructions require generating the transitions that form the learned sequence; exclusion instructions require generating transitions other than those of the learned sequence. Whereas accurate performance under inclusion may be based on either implicit or explicit knowledge, avoiding to generate learned transitions requires controllable explicit sequence knowledge. The PD approach yields separate estimates of explicit and implicit knowledge that are derived from the same task; it therefore avoids many problems of previous measurement approaches. However, the PD approach rests on the critical assumption that the implicit and explicit processes are invariant across inclusion and exclusion conditions. We tested whether the invariance assumptions hold for the PD generation task. Across three studies using first-order as well as second-order regularities, invariance of the controlled process was found to be violated. In particular, despite extensive amounts of practice, explicit knowledge was not exhaustively expressed in the exclusion condition. We discuss the implications of these findings for the use of process-dissociation in assessing implicit knowledge.

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