Event observation in probability learning.

Reber, Arthur S.; Millward, Richard B.

doi:10.1037/h0025760

Cited by 63 publications

(38 citation statements)

References 16 publications

(15 reference statements)

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“…Prominent examples of the first paradigm are the SRT task initiated by Nissen and Bullemer (1987), the Hebb (1961) digit task, and the matrix-scanning paradigm initiated by Lewicki and colleagues (e.g., Lewicki et al, 1987). Examples of the second paradigm are the probability-learning task of Reber and Millward (1968) and the sequence-prediction task of Kushner, Cleeremans, and Reber (1991). This review will largely focus on stud-ies using the SRT task of Nissen and Bullemer and the matrix scanning task of Lewicki and colleagues.…”

Section: Sequence Learningmentioning

confidence: 99%

“…Implicit learning has been investigated in a wide range ofexperimental paradigms, including artificial grammar learning (e.g., Mathews et al, 1989;Reber, 1967Reber, , 1989), probability learning (e.g., Reber & Millward, 1968), conThe authors thank Axel Cleeremans, Pierre Perruchet, Arthur Reber, Henry L. Roediger 1I1, and Michael Stadler for valuable comments on a previous version of the manuscript. Correspondence should be addressed to Z. Dienes, Laboratory of Experimental Psychology.…”

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confidence: 99%

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Implicit learning: Below the subjective threshold

Dienes

Berry

1997

Psychonomic Bulletin & Review

288

291

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and DIANNE BERRY University ojReading, Reading, EnglandIn this review, we consider three possible criteria by which knowledge might be regarded as implicit or inaccessible: It might be implicit only in the sense that it is difficult to articulate freely, or it might be implicit according to either an objective threshold or a subjective threshold. Weevaluate evidence for these criteria in relation to artificial grammar learning, the control of complex systems, and sequence learning, respectively. Weargue that the convincing evidence is not yet in, but construing the implicit nature of implicit learning in terms of a subjective threshold is most likely to prove fruitful for future research. Furthermore, the subjective threshold criterion may demarcate qualitatively different types of knowledge. We argue that (1) implicit, rather than explicit, knowledge is often relatively inflexible in transfer to different domains, (2) implicit, rather than explicit, learning occurs when attention is focused on specific items and not underlying rules, and (3) implicit learning and the resulting knowledge are often relatively robust.

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Section: Sequence Learningmentioning

confidence: 99%

mentioning

confidence: 99%

Implicit learning: Below the subjective threshold

Dienes

Berry

1997

Psychonomic Bulletin & Review

288

291

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“…A few studies have examined a different approach, in which the stimulus and the category label are presented simultaneouslyand no response is required (hereafter called "observational training"; e.g., Estes, 1976Estes, , 1994Izawa, 1967;Reber & Millward, 1968). Performance in these observational conditions differed from performance in standard feedback training conditions in the following ways.…”

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confidence: 99%

Observational versus feedback training in rule-based and information-integration category learning

2002

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The effects of two different kinds of categorizationtraining were investigated. In observational training, observersare presented with a category label and then shown an exemplar from that category. In feedback training, they are shown an exemplar, asked to assign it to a category, and then given feedback about the accuracy of their response. These two types of training were compared as observers learned two types of category structures-those in which optimal accuracy could be achieved via some explicit rule-based strategy, and those in which optimal accuracy required integrating information from separate perceptual dimensions at some predecisional stage. There was an overall advantage for feedback training over observational training, but most importantly, type of training interactedstrongly with type of category structure. With rule-based structures, the effects of training type were small, but with information-integrationstructures, accuracy was substantially higher with feedback training, and people were less likely to use suboptimal rule-based strategies. The implications of these results for current theories of category learning are discussed.

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“…Additional support for this argument has been obtained in experiments employing what Reber has referred to as the observation technique (Reber & Allen, 1978;Reber & Millward, 1968 Figure 1.…”

Section: >~1 356)mentioning

confidence: 84%