The process dissociation procedure (PDP) of implicit sequence learning states that the correct inclusion-task response contains the incorrect exclusion-task response. However, there has been no research to test the hypothesis. The current study used a single variable (Stimulus Onset Asynchrony SOA: 850 ms vs. 1350 ms) between-subjects design, with pre-task resting-state fMRI, to test and improve the classical PDP to the mutually exclusive theory (MET). (1) Behavioral data and neuroimaging data demonstrated that the classical PDP has not been validated. In (...) the SOA = 850 ms group, the correct inclusion-task response was at chance, but the incorrect exclusion-task response occurred greater than chance. In the SOA = 850 ms group, the two responses were not correlated, but in the SOA = 1,350 ms group and putting the two groups together, the two responses were in contrast to each other. In each group, brain areas whose amplitude of low frequency fluctuations (ALFFs) in the resting-state related to the two responses were either completely different or opposite to one another. However, the results were perfectly consistent with the MET proposed by the present study which suggests that the correct inclusion-task response is equal to the correct exclusion-task response is equal toC+A1, and the incorrect exclusion-task response is equal toA2.Cdenotes the controlled response andA1andA2denote two different automatic responses. (2) The improved PDP was proposed to categorize the 12 kinds of triplets as delineating four knowledge types, namely non-acquisition of knowledge, uncontrollable knowledge, half-controllable knowledge, and controllable knowledge with the MET. ALFFs in the resting-state could predict the four knowledge types of the improved PDP among two groups. The participants’ control of the four knowledge types (degree of consciousness) gradually improved. Correspondingly, the brain areas in the resting-state positively related to the four knowledge types, gradually changed from the sensory and motor network to the somatic sensorimotor network, and then to the implicit learning network, and then to the consciousness network. The brain areas in the resting-state negatively related to the four knowledge types gradually changed from the consciousness network to the sensory and motor network. As SOA increased, the brain areas associated with almost all the four knowledge types changed. (3) The inhomogeneous hypothesis of the MET is best suited to interpret behavioral and neuroimaging data; it states that the same components among the four knowledge types are not homogeneous, and the same knowledge types are not homogeneous between the two SOA groups. (shrink)

Participants were unknowingly exposed to complex regularities in a working memory task. The existence of implicit knowledge was subsequently inferred from a preference for stimuli with similar grammatical regularities. Several affective traits have been shown to influence AGL performance positively, many of which are related to a tendency for automatic responding. We therefore tested whether the mindfulness trait predicted a reduction of grammatically congruent preferences, and used emotional primes to explore the influence of affect. Mindfulness was shown to correlate negatively (...) with grammatically congruent responses. Negative primes were shown to result in faster and more negative evaluations. We conclude that grammatically congruent preference ratings rely on habitual responses, and that our findings provide empirical evidence for the non-reactive disposition of the mindfulness trait. (shrink)

Although many studies have provided evidence that abstract knowledge can be acquired in artificial grammar learning, it remains unclear how abstract knowledge can be attained in sequence learning. To address this issue, we proposed a dual simple recurrent network model that includes a surface SRN encoding and predicting the surface properties of stimuli and an abstract SRN encoding and predicting the abstract properties of stimuli. The results of Simulations 1 and 2 showed that the DSRN model can account for learning (...) effects in the serial reaction time task under different conditions, and the manipulation of the contribution weight of each SRN accounted for the contribution of conscious and unconscious processes in inclusion and exclusion tests in previous studies. The results of human performance in Simulation 3 provided further evidence that people can implicitly learn both chunking and abstract knowledge in sequence learning, and the results of Simulation 3 confirmed that the DSRN model can account for how people implicitly acquire the two types of knowledge in sequence learning. These findings extend the learning ability of the SRN model and help understand how different types of knowledge can be acquired implicitly in sequence learning. (shrink)

Research into intuitive problem solving has shown that objective closeness of participants’ hypotheses were closer to the accurate solution than their subjective ratings of closeness. After separating conceptually intuitive problem solving from the solutions of rational incremental tasks and of sudden insight tasks, we replicated this finding by using more precise measures in a conceptual problem-solving task. In a second study, we distinguished performance level, processing style, implicit knowledge and subjective feeling of closeness to the solution within the problem-solving task (...) and examined the relationships of these different components with measures of intelligence and personality. Verbal intelligence correlated with performance level in problem solving, but not with processing style and implicit knowledge. Faith in intuition, openness to experience, and conscientiousness correlated with processing style, but not with implicit knowledge. These findings suggest that one needs to decompose processing style and intuitive components in problem solving to make predictions on effects of intelligence and personality measures. (shrink)

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 (...) instructions. Reward moved exclusion performance towards baseline, indicating that the extent of motivation in the test phase influenced the expression of unconscious knowledge. Experiments 2 and 3 revealed that even with reward, adding noise to the sequences or shortening training led to above-baseline exclusion performance, suggesting that task difficulty and the amount of training also affected the expression of unconscious knowledge. The results help resolve some current debates about the role of conscious awareness in sequence learning. (shrink)

In response to concerns with existing procedures for measuring strategic control over implicit knowledge in artificial grammar learning , we introduce a more stringent measurement procedure. After two separate training blocks which each consisted of letter strings derived from a different grammar, participants either judged the grammaticality of novel letter strings with respect to only one of these two grammars , or had the target grammar varying randomly from trial to trial which required a higher degree of conscious flexible control. (...) Random variation in the colour and font of letters was introduced to disguise the nature of the rule and reduce explicit learning. Strategic control was observed both in the pure-block and mixed-block conditions, and even among participants who did not realise the rule was based on letter identity. This indicated detailed strategic control in the absence of explicit learning. (shrink)

Methodological problems of how awareness during learning should be measured have been extensively discussed and investigated in cognitive psychology. This review considers; 1)whether amnesics can perform implicit learning tasks at a similar level to normal controls, 2) whether differences in instructional orientations create dissociations in performance in tests of implicit and explicit knowledge, and 3) whether participants can retrospectively verbalise the learning outcomes. The paper concludes that; amnesics’ implicit learning abilities differ from the normal controls, instructions on implicit learning do (...) not guarantee the occurrence of implicit learning, and objective and subjective awareness measures used in the literature face inherent problems and so the awareness controversy remains unsettled. (shrink)

The time course of different metacognitive experiences of knowledge was investigated using artificial grammar learning. Experiment 1 revealed that when participants are aware of the basis of their judgments decisions are made most rapidly, followed by decisions made with conscious judgment but without conscious knowledge of underlying structure , and guess responses were made most slowly, even when controlling for differences in confidence and accuracy. In experiment 2, short response deadlines decreased the accuracy of unconscious but not conscious structural knowledge. (...) Conversely, the deadline decreased the proportion of conscious structural knowledge in favour of guessing. Unconscious structural knowledge can be applied rapidly but becomes more reliable with additional metacognitive processing time whereas conscious structural knowledge is an all-or-nothing response that cannot always be applied rapidly. These dissociations corroborate quite separate theories of recognition and metacognition. (shrink)

This paper investigates the time it takes unconscious vs. conscious knowledge to form by using an improved “no-loss gambling” method to measure awareness of knowing. Subjects could either bet on a transparently random process or on their grammaticality judgment in an artificial grammar learning task. A conflict in the literature is resolved concerning whether unconscious rather than conscious knowledge is especially fast or slow to form. When guessing , accuracy was above chance and RTs were longer than when feeling confident (...) . In a second experiment, short response deadlines only interfered with the quality of confident decisions . When people are unaware of their knowledge, externally enforced decisions can be made rapidly with little decline in quality; but if given ample time, they await a metacognitive process to complete. The dissociation validates no-loss gambling as a measure of conscious awareness. (shrink)

Unconscious Thought Theory posits that a period of distraction after information acquisition leads to unconscious processing which enhances decision making relative to conscious deliberation or immediate choice . Support thus far has been mixed. In the present study, artificial grammar learning was used in order to produce measurable amounts of conscious and unconscious knowledge. Intermediate phases were introduced between training and testing. Participants engaged in conscious deliberation of grammar rules, were distracted for the same period of time, or progressed immediately (...) from training to testing. No differences in accuracy were found between intermediate phase groups acting on decisions made with meta-cognitive awareness . However, the accuracy of guess responses was significantly higher after distraction relative to immediate progression or conscious deliberation. The results suggest any beneficial effects of ‘unconscious thought’ may not always transfer to conscious awareness. (shrink)

What is the goal of creativity? Is it just a symbolic reshuffling or a moment of semantic extension? Similar to the contrast between syntax and semantics, creativity has an internal and an external aspect. Contrary to the widespread view that emphasises the problem-solving role of creativity, here we consider whether creativity represents an authentic moment of ontological discovery and semantic openness like Schopenhauer and Picasso suggested. To address the semantic aspect of creativity, we take advantage of recent externalist models of (...) the mind suggesting that the mind is more than symbol recombination. (shrink)

Previous research suggests that implicit sequence learning is superior for believers in the paranormal and individuals with increased cerebral dopamine. Thirty-five healthy participants performed feedback-guided anticipations of four arrow directions. A 100-trial random sequence preceded two 100-trial biased sequences in which visual targets on trial t tended to be displaced 90° clockwise or counter-clockwise from those on t − 1. ISL was defined as a positive change during the course of the biased run in the difference between pro-bias and counter-bias (...) responses. It was hypothesized that this difference would be greater for believers in the paranormal than for skeptics, for those who received dopamine than for those who received placebo, and for believers who received dopamine than for the other groups. None of the hypotheses were supported by the data. It is suggested that a simple binary guessing task with a focus on prediction accuracy during early trials should be considered for future explorations. (shrink)

The role of intuition in scientific endeavor is examined through the lens of three philosophers/historians of science—Karl Popper, Thomas Kuhn, and Gerald Holton. All three attribute an important role to imagination/intuition in scientific endeavor. As a case study, the article examines the controversy between the generally accepted Vesicular Sequestration/Exocytosis Model of pancreatic digestive enzyme secretion and an alternative view called the Equilibrium Model. It highlights the intertwining of intuition and reason in the genesis of the Equilibrium Model developed in response (...) to findings that could not readily be explained by the consensus view. It suggests that tacit knowledge/understanding works in conjunction with philosophical and aesthetic presuppositions that function to a greater or lesser extent below awareness. Together they guide judgments about whether falsification has occurred and help frame alternative theories. (shrink)

A companion paper explored the role of intuition in the genesis of an alternative theory for the secretion of pancreatic digestive enzymes, looking through the lens of three philosophers/historians of science. Gerald Holton, the last scholar, proposed that scientific imagination is shaped by a number of thematic presuppositions, which function largely below awareness. They come in pairs of opposites that alternately gain cultural preeminence. The current paper examines three thematic presuppositions inherent to both the generally accepted model for digestive enzyme (...) secretion and most consciousness-centered views of higher-level cognition—discreteness, reduction, and simplicity. Since they often build on each other, together they are referred to as the simplicity worldview . Also considered are the three opposite thematic assumptions inherent to both the alternative model for digestive enzyme secretion and intuition-friendly views of higher-level cognition—the continuum, holism, and complexity—together referred to as the complexity worldview . The article highlights the potential importance to scientific knowledge of this currently less favored worldview. (shrink)

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 (...) enhanced N2 and P3 components for targets with explicit knowledge but a larger N2 effect for targets with implicit knowledge, revealing that implicit knowledge expresses itself in relatively early components and explicit knowledge in additional P3 components. The results help resolve current debate about the neural substrates supporting implicit and explicit learning. (shrink)

This paper investigates the conscious status of both the knowledge that an item is legal and the knowledge of why it is legal in sequence learning. We compared ability to control use of knowledge with stated awareness of the knowledge as measures of the conscious status of knowledge. Experiment 1 showed that when people could control use of judgment knowledge they were indeed conscious of having that knowledge according to their own statements. Yet Experiment 2 showed that people could exert (...) such control over the use of judgment knowledge when claiming they had no structural knowledge: i.e. conscious judgment knowledge could be based on unconscious structural knowledge. Further implicit learning research should be clear over whether judgment or structural knowledge is claimed to be unconscious as the two dissociate in sequence learning. (shrink)

We argue performance in the serial reaction time task is associated with gradations of awareness that provide examples of fringe consciousness [Mangan, B. . Taking phenomenology seriously: the “fringe” and its implications for cognitive research. Consciousness and Cognition, 2, 89–108, Mangan, B. . The conscious “fringe”: Bringing William James up to date. In B. J. Baars, W. P. Banks & J. B. Newman , Essential sources in the scientific study of consciousness . Cambridge, MA: The MIT Press.], and address limitations (...) of the traditional SRT procedure, including criticism of exclusion generation tasks. Two experiments are conducted with a modified SRT procedure where irrelevant stimulus attributes obscure the sequence rule. Our modified paradigm, which includes a novel exclusion task, makes it easier to demonstrate a previously controversial influence of response stimulus interval on awareness. It also allows identification of participants showing fringe consciousness rather than explicit sequence knowledge, as reflected by dissociations between different awareness measures. The NEO-PI-R variable Openness to Feelings influenced the diversity of subjective feelings reported during two awareness measures, but not the degree of learning and awareness as previously found with traditional SRT tasks [Norman, E., Price, M. C., & Duff, S. C. . Fringe consciousness in sequence learning: the influence of individual differences. Consciousness and Cognition, 15, 723–760.]. This suggests possible distinctions between two components of fringe consciousness. (shrink)