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Intention, attention, and consciousness in probabilistic sequence learning

In Luis Jiménez (ed.), Attention and Implicit Learning. John Benjamins (2003)

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  1. Implicit visual learning: How the task set modulates learning by determining the stimulus–response binding.Hilde Haider, Katharina Eberhardt, Sarah Esser & Michael Rose - 2014 - Consciousness and Cognition 26:145-161.
    Implicit learning is one of the most fundamental learning mechanisms that enables humans to adapt to regularities inherent in the environment. Despite its high flexibility, it depends on constraints, such as selective attention. Here, we focused on the stimulus-to-response binding which defines the dimensions of the stimuli and the responses participants attend to. In a serial reaction time task with a visual sequence, we investigated whether this stimulus–response binding influences the amount of sequence learning. The results of Experiments 1 and (...)
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  • Implicit visual learning and the expression of learning.Hilde Haider, Katharina Eberhardt, Alexander Kunde & Michael Rose - 2013 - Consciousness and Cognition 22 (1):82-98.
    Although the existence of implicit motor learning is now widely accepted, the findings concerning perceptual implicit learning are ambiguous. Some researchers have observed perceptual learning whereas other authors have not. The review of the literature provides different reasons to explain this ambiguous picture, such as differences in the underlying learning processes, selective attention, or differences in the difficulty to express this knowledge. In three experiments, we investigated implicit visual learning within the original serial reaction time task. We used different response (...)
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  • Can musical transformations be implicitly learned?Zoltan Dienes & Christopher Longuet-Higgins - 2004 - Cognitive Science 28 (4):531-558.
    The dominant theory of what people can learn implicitly is that they learn chunks of adjacent elements in sequences. A type of musical grammar that goes beyond specifying allowable chunks is provided by serialist or 12‐tone music. The rules constitute operations over variables and could not be appreciated as such by a system that can only chunk elements together. A series of studies investigated the extent to which people could implicitly (or explicitly) learn the structures of serialist music. We found (...)
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  • Task Integration Facilitates Multitasking.Rita F. de Oliveira, Markus Raab, Mathias Hegele & Jörg Schorer - 2017 - Frontiers in Psychology 8.
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  • Learning Where to Look for High Value Improves Decision Making Asymmetrically.Jaron T. Colas & Joy Lu - 2017 - Frontiers in Psychology 8:291157.
    Decision making in any brain is imperfect and costly in terms of time and energy. Operating under such constraints, an organism could be in a position to improve performance if an opportunity arose to exploit informative patterns in the environment being searched. Such an improvement of performance could entail both faster and more accurate (i.e., reward-maximizing) decisions. The present study investigated the extent to which human participants could learn to take advantage of immediate patterns in the spatial arrangement of serially (...)
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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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  • Implicit sequence learning and conscious awareness.Qiufang Fu, Xiaolan Fu & Zoltán Dienes - 2008 - Consciousness and Cognition 17 (1):185-202.
    This paper uses the Process Dissociation Procedure to explore whether people can acquire unconscious knowledge in the serial reaction time task [Destrebecqz, A., & Cleeremans, A. . Can sequence learning be implicit? New evidence with the Process Dissociation Procedure. Psychonomic Bulletin & Review, 8, 343–350; Wilkinson, L., & Shanks, D. R. . Intentional control and implicit sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 354–369]. Experiment 1 showed that people generated legal sequences above baseline levels under exclusion (...)
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