The effect of explicit knowledge on sequence learning: A graded account

Psychologica Belgica

Volumn 44, Issue 4, 2004, Pages 217-247

  Destrebecqz, Arnaud ^a  

^a UNIVERSITÉ DE BOURGOGNE   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 15744402014     PISSN: 00332879     EISSN: 2054670X     Source Type: Journal    
DOI: 10.5334/pb-44-4-217     Document Type: Article

References (53)

1. Berry, D. C., & Dienes, Z. (1993). Implicit Learning: Theoretical and empirical issues. Hove, UK: Erlbaum.
2. Buchner, A., Steffens, M. C., Erdfelder, E., & Rothkegel, R. (1997). A multiple model to assess fluency and recollection in a sequence learning task. Quarterly Journal of Experimental Psychology, 50A, 631-663.
3. Christiansen, M. H., & Chater, N. (1999). Toward a connectionist model of recursion in human linguistic performance. Cognitive Science, 23, 157-205.
4. Cleeremans, A. (1993a). Attention and awareness in sequence learning. Paper presented at the 15th Annual Conference of the Cognitive Science Society.
5. Cleeremans, A. (1993b). Mechanisms of implicit learning: Connectionist models of sequence processing. Cambridge: MIT Press.
6. Cleeremans, A. (1997). Sequence learning in a dual stimulus setting. Psychological Research, 60, 72-86.
7. Cleeremans, A., Destrebecqz, A., & Boyer, M. (1998). Implicit learning: News from the front. Trends in Cognitive Sciences, 2, 406-416.
8. Cleeremans, A., & Jiménez, L. (1998). Implicit sequence learning: The truth is in the details. In M. A. Stadler & P. A. Frensch (Eds.), Handbook of implicit learning (pp. 323-364). Thousand Oaks: Sage.
9. Cleeremans, A., & Jiménez, L. (2002). Implicit learning and consciousness: A graded dynamic perspective. In R. M. French & A. Cleeremans (Eds.), Implicit learning and consciousness: An empirical, computational and philosophical consensus in the making? Hove, UK: Psychology Press.
10. Cleeremans, A., & McClelland, J. L. (1991). Learning the structure of event sequences. Journal of Experimental Psychology-General, 120, 235-253.
11. Clegg, B. A., DiGirolamo, G. J., & Keele, S. W. (1998). Sequence learning. Trends in Cognitive Sciences, 2, 275-281.
12. Curran, T. (1997). Effects of aging on implicit sequence learning: Accounting for sequence structure and explicit knowledge. Psychological Research, 60, 24-41.
13. Curran, T., & Keele, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology-Learning Memory and Cognition, 19, 189-202.
14. Destrebecqz, A., Peigneux, P., Laureys, S., Degueldre, C., Del Fiore, G., Aerts, J., et al. (2003). Cerebral correlates of explicit sequence learning. Cognitive Brain Research, 16, 391-398.
15. Destrebecqz, A. & Cleeremans, A. (2001). Can sequence learning be implicit? New evidence with the Process Dissociation Procedure. Psychonomic Bulletin & Review 8 (2), 343-350.
16. Dienes, Z., Altmann, G. T. M., & Gao, S. J. (1999). Mapping across domains without feedback: A neural network model of transfer of implicit knowledge. Cognitive Science, 23, 53-82.
17. Dominey, P. F. (1998). A shared system for learning serial and temporal structure of sensori-motor sequences? Evidence from simulation and human experiments. Cognitive Brain Research, 6, 163-172.
18. Elman, J. L. (1990). Finding structure in time. Cognitive Science, 14, 179-211.
19. Frensch, P. A., Lin, J., & Buchner, A. (1998). Learning versus behavioural expression of the learned: The effects of a secondary tone-counting task on implicit learning in the serial reaction task. Psychological research, 61, 83-98.
20. Frensch, P. A., & Miner, C. S. (1994). Effects of presentation rate and individual difference in short-term memory. Memory and Cognition, 22, 95-110.
21. Goschke, T. (1997). Implicit learning and unconscious knowledge: Mental representation, computational mechanism, and brain structures. In K. Lambert & D. Shanks (Eds.), Knowledge, concepts and categories (Vol. 8, pp. 247-333). Hove, UK: Psychology Press.
22. Goschke, T. (1998). Implicit learning of perceptual and motor sequences. In P. A. French & M. A. Stadler (Eds.), Handbook of implicit learning (pp. 401-444). Thousand Oaks: Sage.
23. Grafton, S. T., Hazeltine, E., & Ivry, R. (1995). Functional mapping of sequence learning in normal humans. Journal of Cognitive Neuroscience, 7, 497-510.
24. Hsiao, A. T., & Reber, A. S. (1998). The role of attention in implicit sequence learning: Exploring the limits of the cognitive unconscious. In M. A. Stadler & P. A. Frensch (Eds.), Handbook of implicit learning (pp. 471-494): Thousand Oaks: Sage.
25. Jacoby, L. L. (1991). A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory and Language, 30, 513-541.
26. Jiménez, L., & Méndez, C. (1999). Which attention is needed for implicit sequence learning? Journal of Experimental Psychology-Learning Memory and Cognition, 25, 236-259.
27. Jiménez, L., & Méndez, C. (2001). Implicit sequence learning with competing explicit cues. Quarterly Journal of Experimental Psychology Section a-Human Experimental Psychology, 54, 345-369.
28. Jiménez, L., Méndez, C., & Cleeremans, A. (1996). Comparing direct and indirect measure of sequence learning. Journal of Experimental Psychology-Learning Memory and Cognition, 22, 948-969.
29. Kinder, A. (2000). The knowledge acquired during artificial grammar learning: Testing the predictions of two connectionist models. Psychological Research, 63, 95-105.
30. Kinder, A., & Shanks, D. (2003). Neuropsychological dissociations between priming and recognition: A single-system connectionist account. Psychological Review, 110, 728-744.
31. Luce, R. D. (1963). Detection and recognition. In R. R. Busch & E. Galanter (Eds.), Handbook of mathematical psychology (Vol. 1). New York: Wiley.
32. MacDonald, A. W., Cohen, J. D., Stenger, V. A., & Carter, C. S. (2001). Dissociating the role of the dorsolateral prefrontal and anterior cingulate cortex in cognitive control. Science, 288, 1835-1838.
33. Mathis, D. W., & Mozer, M. C. (1996). Conscious and unconscious perception: A computational theory. Cognitive Science, 18, 324-328.
34. Neal, A., & Hesketh, B. (1997). Episodic knowledge and implicit learning. Psychonomic Bulletin & Review, 4, 24-37.
35. O'Brien, G., & Opie, J. (1999). A connectionist theory of phenomenal experience. Behavioral and Brain Sciences, 22, 175-196.
36. Peigneux, P., Maquet, P., Meulemans, T., Destrebecqz, A., Laureys, S., Degueldre, C., et al. (2000). Striatum forever, despite sequence learning variability: A random effect analysis of PET data. Human Brain Mapping, 10, 179-194.
37. Perruchet, P., & Amorim, M. A. (1992). Conscious knowledge and changes in performance in sequence learning: Evidence against dissociation. Journal of Experimental Psychology-Learning Memory and Cognition, 18, 785-800.
38. Perruchet, P., Bigand, E., & Benoit-Gonnin, F. (1997). The emergence of explicit knowledge during the early phase of learning in sequential reaction time. Psychological Research, 60, 4-14.
39. Rauch, S. L., Savage, C. R., Brown, H. D., Curran, T., Alpert, N. M., Kendrick, A., et al. (1995). A PET Investigation of implicit and explicit sequence learning. Human Brain Mapping, 3, 271-286.
40. Rauch, S. L., Whalen, P. J., Savage, C. R., Curran, T., Kendrick, A., Brown, H. D., et al. (1997). Striatal recruitment during an implicit sequence learning task as measured by functional magnetic resonance imaging. Human Brain Mapping, 5, 124-132.
41. Reed, J., & Johnson, P. (1994). Assessing implicit learning with indirect tests: Determining what is learned about sequence structure. Journal of Experimental Psychology-Learning Memory and Cognition, 20, 585-594.
42. Reingold, E. M., & Merikle, P. M. (1988). Using direct and indirect measures to study perception without awareness. Perception and Psychophysics, 44, 563-575.
43. Richardson-Klavehn, A., Gardiner, J. M., & Java, R. I. (1996). Memory: Task dissociations, process dissociations, and dissociation of consciousness. In G. Underwood (Ed.), Implicit cognition (pp. 85-158). Oxford: Oxford University Press.
44. Shanks, D. R., & Johnstone, T. (1998). Implicit knowledge in sequential learning tasks. In M. A. Stadler & P. A. Frensch (Eds.), Handbook of implicit learning (Vol. 16, pp. 533-572). Thousand Oaks: Sage.
45. Shanks, D. R., & Johnstone, T. (1999). Evaluating the relationship between explicit and implicit knowledge in a serial reaction time task. Journal of Experimental Psychology-Learning Memory and Cognition, 25, 1435-1451.
46. Shanks, D. R., & St. John, M. F. (1994). Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367-447.
47. Stadler, M. A. (1995). Role of attention in implicit learning. Journal of Experimental Psychology-Learning Memory and Cognition, 21, 674-685.
48. Sun, R. (2001). Duality of the mind: Erlbaum.
49. Sun, R., Merrill, E., & Peterson, T. (2001). From implicit skills to explicit knowledge: a bottom-up model of skill learning. Cognitive Science, 25, 203-244.
50. Wallach, D., & Lebiere, C. (2003). Implicit and explicit learning in a unified architecture of cognition. In L. Jiménez (Ed.), Attention and implicit learning. Amsterdam, The Netherlands: John Benjamins.
51. Wilkinson, L., & Shanks, D. R. (2004). Intentional control and implicit sequence learning. Journal of Experimental Psychology-Learning Memory and Cognition, 30, 354-369.
52. Willingham, D. B. (1998). A neuropsychological theory of motor skill learning. Psychological Review, 105, 558-584.
53. Willingham, D. B., & Goedert-Eschmann, K. (1999). The relation between implicit and explicit learning: Evidence for parallel development. Psychological Science, 10, 531-534.