Qualitative differences between implicit and explicit sequence learning

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 32, Issue 3, 2006, Pages 475-490

  Jiménez, Luis ^a   Vaquero, Joaquín M M ^b   Lupiáñez, Juan ^a,b  

^a UNIVERSITY OF SANTIAGO DE COMPOSTELA   (Spain)

^b UNIVERSITY OF GRANADA   (Spain)

Author keywords

Implicit learning; Learning and consciousness; Sequence learning

Indexed keywords

ADULT; ARTICLE; COMPUTER PROGRAM; DECISION MAKING; HUMAN; LEARNING; MENTAL FUNCTION; PHYSIOLOGY; REACTION TIME; TEACHING; TIME;

ADULT; CHOICE BEHAVIOR; HUMANS; LEARNING; MENTAL PROCESSES; REACTION TIME; SOFTWARE; TEACHING; TIME FACTORS;

EID: 33745090521     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/0278-7393.32.3.475     Document Type: Article

References (44)

1. Baars, B. (1988). A cognitive theory of consciousness. Cambridge, England: Cambridge University Press.
2. Baars, B. (1997). In the theater of consciousness: The workspace of mind. New York: Oxford University Press.
3. Berry, D. C., & Dienes, Z. (1993). Implicit learning: Theoretical and empirical issues. Hove, UK: Erlbaum.
4. Cleeremans, A., & Jiménez, L. (2002). Implicit learning and consciousness: A graded, dynamic perspective. In R. M. French and A. Cleeremans (Eds.), Implicit learning and consciousness: An empirical, computational and philosophical consensus in the making (pp. 1-40). Hove, UK: Psychology Press.
5. Cleeremans, A., & McClelland, J. L. (1991). Learning the structure of event sequences. Journal of Experimental Psychology: General, 120, 235-253.
6. Cohen, A., Ivry, R. I., & Keele, S. W. (1990). Attention and structure in sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 17-30.
7. Curran, T., & Keele, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 189-202.
8. Dehaene, S., & Naccache, L. (2001). Towards a cognitive neuroscience of consciousness: Basic evidence and a workspace framework. Cognition, 79, 1-37.
9. Dienes, Z., & Berry, D. (1997). Implicit learning: Below the subjective threshold. Psychonomic Bulleting and Review, 4, 3-33.
10. Fendrich, D. W., Gesi, A. T., Healy, A. F., & Bourne, L. E. (1995). The contribution of procedural reinstatement to implicit and explicit memory effects in a motor task. In A. F. Healy & L. E. Bourne (Eds.), Learning and memory of knowledge and skills: Durability and specificity (pp. 66-94). Thousand Oaks, CA: Sage.
11. Frensch, P. A. (1998). One concept, multiple meanings: On how to define implicit learning. In M. A. Stadler & P. A. Frensch (Eds.), Handbook of implicit learning (pp. 47-104). Thousand Oaks. CA: Sage.
12. Healy, A. F., Wohldmann, E. L., & Bourne, L. E. (2005). The procedural reinstatement principle: Studies on training, retention, and transfer. In A. F. Healy (Ed.), Experimental cognitive psychology and its applications (pp. 59-72). Washington, DC: American Psychological Association.
13. Inquisit 1.31 [Computer software]. (2002). Seattle, WA: Millisecond Software.
14. Jacoby, L. L. (1983). Remembering the data: Analyzing interactive processes in reading. Journal of Verbal Learning and Verbal Behavior, 22, 485-508.
15. Jiménez, L., Méndez, C., & Cleeremans, A. (1996). Direct and indirect measures of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 948-969.
16. Jiménez, L., & Vázquez, G. A. (2005). Sequence learning under dual-task conditions: Alternatives to a resource-based account. Psychological Research, 69, 352-368.
17. Keele, S. W., Ivry, R., Mayr, U., Hareltine, E., Heuer, H. (2003). The cognitive and neural architecture of sequence representation. Psychological Review, 110, 316-339.
18. Keele, S. W., Jennings, P., Jones, S., Caulton, S., Caulton, D., & Cohen, A. (1995). On the modularity of sequence representation. Journal of Motor Behavior, 27, 17-30.
19. Lewieki, P., Hill, T., & Bizot, E. (1988). Acquisition of procedural knowledge about a pattern of stimuli that cannot be articulated. Cognitive Psychology, 20, 24-37.
20. Mayr, U. (1996). Spatial attention and implicit sequence learning: Evidence for independent learning of spatial and nonspatial sequences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 350-364.
21. Neal, A., & Hesketh, B. (1997). Episodic knowledge and implicit learning. Psychonomic Bulletin & Review, 4, 24-37.
22. Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.
23. Reber, A. (1993). Implicit learning and tacit knowledge: An essay on the cognitive unconscious. New York: Oxford University Press.
24. Reed, J., & Johnson, P. (1994). Assessing implicit learning with indirect tests: Determining what is learnt about sequence structure. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 585-594.
25. Schneider, W., Eschman, A., Zuccolotto, A. (2002). E-Prime User's Guide. Psychology Software Tools Inc. Pittsburg.
26. Schvaneveldt, R. W., & Gomez, R. (1998). Attention and probabilistic sequence learning. Psychological Research, 61, 175-190.
27. Shanks, D. R. (2005). Implicit Learning. In K. Lamberts & R. L. Goldstone (Eds.), The handbook of cognition (pp. 202-220). Thousand Oaks, CA: Sage.
28. Shanks, D. R., & Perruchet, P. (2002). Dissociation between priming and recognition in the expression of sequential knowledge. Psychonomic Bulletin and Review, 9, 362-367.
29. Shanks, D. R., & St. John, M. (1994). Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367-447.
30. Stadler, M. A. (1989). On learning complex procedural knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 1061-1069.
31. Stadler, M A. (1997). Distinguishing implicit and explicit learning. Psychonomic Bulletin and Review, 4, 56-62.
32. Tulving, E. (1983). Elements of episodic memory. New York: Oxford University Press.
33. Verwey, W. D. (2003). Processing modes and parallel processors in producing familiar keying sequences. Psychological Research, 67, 106-122.
34. Whittlesea, B. W. A., & Dorken, M. D. (1993). Incidentally, things in general are particularly determined: An episodic-processing account of implicit learning. Journal of Experimental Psychology: General, 122, 227-248.
35. Whittlesea, B. W. A., & Dorken, M. D. (1997). Implicit learning: Indirect, not unconscious. Psychonomic Bulletin and Review, 4, 63-67.
36. Whittlesea, B. W. A., & Wright, R. L. (1997). Implicit (and explicit) learning: Acting adaptively without knowing the consequences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 181-200.
37. Willingham, D. B. (1997). Implicit and explicit memory do not differ in flexibility: Comment on Dienes & Berry, 1997. Psychonomic Bulletin & Review, 4, 587-591.
38. Willingham, D. B. (1998a). A neuropsychological theory of motor skill learning. Psychological Review, 105, 558-584.
39. Willingham, D. B. (1998b). What differentiates declarative and procedural memories: Reply to Cohen, Poldrack, and Eichenbaum (1997). Memory, 6, 689-699.
40. Willingham, D. B. (1999). Implicit motor sequence learning is not purely perceptual: Memory & Cognition, 27, 561-572.
41. Willingham, D. B., & Goedert-Eschmann, K. (1999). The relationship between implicit and explicit learning: Evidence for parallel development. Psychological Science, 10, 531-534.
42. Willingham, D. B., Nissen, M. J., & Bullemer, P. (1989). On the development of procedural and declarative knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 1047-1060.
43. Willingham, D. B., Wells, L. A., Farrel, J. M., & Stemwedel, M. E. (2000). Implicit motor sequence learning is represented in response locations. Memory & Cognition, 28, 366-375.
44. Wright, R. L., & Whittlesea, B. W. A. (1998). Implicit learning of complex structures: Active adaptation and selective processing in acquisition and application. Memory & Cognition, 26, 402-420.