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  1. Visual statistical learning in children and young adults: how implicit?Julie Bertels, Emeline Boursain, Arnaud Destrebecqz & Vinciane Gaillard - 2014 - Frontiers in Psychology 5.
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  • Statistical Learning Is Related to Reading Ability in Children and Adults.Joanne Arciuli & Ian C. Simpson - 2012 - Cognitive Science 36 (2):286-304.
    There is little empirical evidence showing a direct link between a capacity for statistical learning (SL) and proficiency with natural language. Moreover, discussion of the role of SL in language acquisition has seldom focused on literacy development. Our study addressed these issues by investigating the relationship between SL and reading ability in typically developing children and healthy adults. We tested SL using visually presented stimuli within a triplet learning paradigm and examined reading ability by administering the Wide Range Achievement Test (...)
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  • Statistical learning under incidental versus intentional conditions.Joanne Arciuli, Janne von Koss Torkildsen, David J. Stevens & Ian C. Simpson - 2014 - Frontiers in Psychology 5.
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  • Concurrent Movement Impairs Incidental But Not Intentional Statistical Learning.David J. Stevens, Joanne Arciuli & David I. Anderson - 2015 - Cognitive Science 39 (5):1081-1098.
    The effect of concurrent movement on incidental versus intentional statistical learning was examined in two experiments. In Experiment 1, participants learned the statistical regularities embedded within familiarization stimuli implicitly, whereas in Experiment 2 they were made aware of the embedded regularities and were instructed explicitly to learn these regularities. Experiment 1 demonstrated that while the control group were able to learn the statistical regularities, the resistance-free cycling group and the exercise group did not demonstrate learning. This is in contrast with (...)
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  • Can sequence learning be implicit? New evidence with the process dissociation procedure.Arnaud Destrebecqz & Axel Cleeremans - 2001 - Psychonomic Bulletin and Review 8 (2):343-350.
    Running head: Implicit sequence learning ABSTRACT Can we learn without awareness? Although this issue has been extensively explored through studies of implicit learning, there is currently no agreement about the extent to which knowledge can be acquired and projected onto performance in an unconscious way. The controversy, like that surrounding implicit memory, seems to be at least in part attributable to unquestioned acceptance of the unrealistic assumption that tasks are process-pure, that is, that a given task exclusively involves either implicit (...)
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  • Context influences conscious appraisal of cross situational statistical learning.Timothy J. Poepsel & Daniel J. Weiss - 2014 - Frontiers in Psychology 5.
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  • Acquisition of conscious and unconscious knowledge of semantic prosody.Xiuyan Guo, Li Zheng, Lei Zhu, Zhiliang Yang, Chao Chen, Lei Zhang, Wendy Ma & Zoltan Dienes - 2011 - Consciousness and Cognition 20 (2):417-425.
    An experiment explored the acquisition of conscious and unconscious knowledge of semantic prosody in a second language under incidental and intentional learning conditions. Semantic prosody is the conotational coloring of the semantics of a word, largely uncaptured by dictionary definitions. Contrary to some claims in the literature, we revealed that both conscious and unconscious knowledge were involved in the acquisition of semantic prosody. Intentional learning resulted in similar unconscious but more conscious knowledge than incidental learning. The results are discussed in (...)
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  • Gambling on the unconscious: A comparison of wagering and confidence ratings as measures of awareness in an artificial grammar task☆.Zoltán Dienes & Anil Seth - 2010 - Consciousness and Cognition 19 (2):674-681.
    We explore three methods for measuring the conscious status of knowledge using the artificial grammar learning paradigm. We show wagering is no more sensitive to conscious knowledge than simple verbal confidence reports but is affected by risk aversion. When people wager rather than give verbal confidence they are less ready to indicate high confidence. We introduce a “no-loss gambling” method which is insensitive to risk aversion. We show that when people are just as ready to bet on a genuine random (...)
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  • Implicit learning: Below the subjective threshold.Zoltán Dienes & Dianne C. Berry - 1997 - Psychonomic Bulletin and Review 4:3-23.
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