Implicit visual learning and the expression of learning

Haider, Hilde; Eberhardt, Katharina; Kunde, Alexander; Rose, Michael

doi:10.1016/j.concog.2012.11.003

Cited by 21 publications

(23 citation statements)

References 48 publications

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“…Following Dienes (2014) we specified our roughly expected maximum effect-size if the hypothesis was true that both conditions differ. Based on the data of Experiment 3 in this paper and data from previous studies (Haider et al, 2011, 2012, 2014) we estimated that the maximum expected difference between the percent correct predictions in the BO- and the RO-Condition can reach 30% [presented as B H (0.30%) ]. With this estimated effect size the Bayes factor was B H (0.30%) = 0.02.…”

Section: Resultsmentioning

confidence: 92%

“…In our version of the SRTT (Haider et al, 2012), a squared target stimulus appeared in the upper third of the screen. The target stimulus had a size of about 3 × 3 cm on a 17-inch screen and contained a picture of one of six different colored circles.…”

Section: General Methodsmentioning

confidence: 99%

“…An accessible example is the knowledge about grammatical rules which develops early and is hard to verbalize even for adults (Reber, 1989; Dienes et al, 1991). But implicit learning processes are also important for sequences of movements (e.g., typing on a keyboard; Nissen and Bullemer, 1987; Willingham, 1998) or stimuli (e.g., visual, spatial, or auditive; Haider et al, 2012; Ling et al, 2016), as well as for social interactions (Heerey and Velani, 2010; Norman and Price, 2012). …”

Section: Introductionmentioning

confidence: 99%

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The Emergence of Explicit Knowledge in a Serial Reaction Time Task: The Role of Experienced Fluency and Strength of Representation

Esser

Haider

2017

Front. Psychol.

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The Serial Reaction Time Task (SRTT) is an important paradigm to study the properties of unconscious learning processes. One specifically interesting and still controversially discussed topic are the conditions under which unconsciously acquired knowledge becomes conscious knowledge. The different assumptions about the underlying mechanisms can contrastively be separated into two accounts: single system views in which the strengthening of associative weights throughout training gradually turns implicit knowledge into explicit knowledge, and dual system views in which implicit knowledge itself does not become conscious. Rather, it requires a second process which detects changes in performance and is able to acquire conscious knowledge. In a series of three experiments, we manipulated the arrangement of sequential and deviant trials. In an SRTT training, participants either received mini-blocks of sequential trials followed by mini-blocks of deviant trials (22 trials each) or they received sequential and deviant trials mixed randomly. Importantly the number of correct and deviant transitions was the same for both conditions. Experiment 1 showed that both conditions acquired a comparable amount of implicit knowledge, expressed in different test tasks. Experiment 2 further demonstrated that both conditions differed in their subjectively experienced fluency of the task, with more fluency experienced when trained with mini-blocks. Lastly, Experiment 3 revealed that the participants trained with longer mini-blocks of sequential and deviant material developed more explicit knowledge. Results are discussed regarding their compatibility with different assumptions about the emergence of explicit knowledge in an implicit learning situation, especially with respect to the role of metacognitive judgements and more specifically the Unexpected-Event Hypothesis.

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Section: Resultsmentioning

confidence: 92%

Section: General Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Emergence of Explicit Knowledge in a Serial Reaction Time Task: The Role of Experienced Fluency and Strength of Representation

Esser

Haider

2017

Front. Psychol.

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“…Haider and Frensch (1999), Wagner et al (2004), Gaschler et al (2013), Haider et al (2013), Dietrich and Haider (2015) have been pursuing the idea that during learning of skills there are such transitions. They used for example the number reduction task (Wagner et al, 2004).…”

Section: Stage 2: Coherence Detectionmentioning

confidence: 99%

“…A sudden drop in the solution time is detectable, which could not be explained by step-wise learning process. Haider et al (2013) postulated that after a large number of attempts implicit processes extract and detect the underlying regularity of the given sequences. This enters a processing shortcut resulting in a much higher process fluency.…”

Section: Stage 2: Coherence Detectionmentioning

confidence: 99%

Search and Coherence-Building in Intuition and Insight Problem Solving

Öllinger

Müller

2017

Front. Psychol.

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Coherence-building is a key concept for a better understanding of the underlying mechanisms of intuition and insight problem solving. There are several accounts that address certain aspects of coherence-building. However, there is still no proper framework defining the general principles of coherence-building. We propose a four-stage model of coherence-building. The first stage starts with spreading activation restricted by constraints. This dynamic is a well-defined rule based process. The second stage is characterized by detecting a coherent state. We adopted a fluency account assuming that the ease of information processing indicates the realization of a coherent state. The third stage is designated to evaluate the result of the coherence-building process and assess whether the given problem is solved or not. If the coherent state does not fit the requirements of the task, the process re-enters at stage 1. These three stages characterize intuition. For insight problem solving a fourth stage is necessary, which restructures the given representation after repeated failure, so that a new search space results. The new search space enables new coherent states. We provide a review of the most important findings, outline our model, present a large number of examples, deduce potential new paradigms and measures that might help to decipher the underlying cognitive processes.

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Action–effects enhance explicit sequential learning

Esser

Haider

2017

Psychological Research

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Different studies have shown that action-effect associations seem to enhance implicit learning of motor sequences. In a recent study (Haider et al., Conscious Cognit 26:145-161, 2014), we found indications that action-effect learning might play a special role in acquiring explicit knowledge within an implicit learning situation. The current study aims at directly manipulating the action-effect contingencies in a Serial Reaction Time Task and examining its impact on explicit sequence knowledge. For this purpose, we created a situation in which the participants' responses led to a melodic tone sequence. For one group, these effect tones were contingently bound to the sequential responses and immediately followed the key press; for the second group, the tones were delayed by 400 ms. For a third group, the tones also followed the response immediately and resulted in the same melody but were not contingently bound to the responses. A fourth control group received no effect tones at all. Only the group that experienced contingent effect tones that directly followed the response showed an increase in explicit sequence knowledge. The results are discussed in terms of the multi-modal structure of action-effect associations and the ideomotor principle of action control.

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Implicit visual learning and the expression of learning

Cited by 21 publications

References 48 publications

The Emergence of Explicit Knowledge in a Serial Reaction Time Task: The Role of Experienced Fluency and Strength of Representation

The Emergence of Explicit Knowledge in a Serial Reaction Time Task: The Role of Experienced Fluency and Strength of Representation

Search and Coherence-Building in Intuition and Insight Problem Solving

Action–effects enhance explicit sequential learning

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