Conflicts between expected and actually performed behavior lead to verbal report of incidentally acquired sequential knowledge

Psychological Research

Volumn 73, Issue 6, 2009, Pages 817-834

  Haider, Hilde ^a   Frensch, Peter A ^b  

^a UNIVERSITY OF COLOGNE   (Germany)

^b HUMBOLDT UNIVERSITY   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; ATTENTION; AWARENESS; CONFLICT; FEMALE; HUMAN; LEARNING; MALE; PATTERN RECOGNITION; PROBLEM SOLVING; REACTION TIME; SHORT TERM MEMORY; STATISTICAL MODEL; VERBAL BEHAVIOR;

ADOLESCENT; ADULT; ATTENTION; AWARENESS; CONFLICT (PSYCHOLOGY); FEMALE; HUMANS; LIKELIHOOD FUNCTIONS; MALE; MEMORY, SHORT-TERM; PATTERN RECOGNITION, VISUAL; PRACTICE (PSYCHOLOGY); PROBABILITY LEARNING; PROBLEM SOLVING; REACTION TIME; REVERSAL LEARNING; SERIAL LEARNING; SET (PSYCHOLOGY); VERBAL BEHAVIOR; YOUNG ADULT;

EID: 70350233457     PISSN: 03400727     EISSN: 14302772     Source Type: Journal    
DOI: 10.1007/s00426-008-0199-6     Document Type: Article

References (48)

1. Block, N. (1995). On a confusion about a function of consciousness. Behavioral and Brain Sciences,18, 227-287.
2. Dehaene, S., & Naccache, L. (2001). Towards a cognitive neuroscience of consciousness: Basic evidence and a workspace framework. Cognition,79, 1-37.
3. Dienes, Z., & Perner, J. (1999). A theory of implicit and explicit knowledge. Behavioral and Brain Sciences,22, 735-808.
4. Dienes, Z., & Perner, J. (2002). A theory of the implicit nature of implicit learning. In R. M. French & A. Cleeremans (Eds.), Implicit learning and consciousness: An empirical, philosophical, and computational consensus in the making (pp. 68-92). Hove, UK: Psychology Press.
5. Frensch, P. A., Haider, H., Rünger, D., Neugebauer, U., Voigt, S., & Werg, J. (2002). Verbal report of incidentally experienced environmental regularity: The route from implicit learning to verbal expression of what has been learned. In L. Jiménez (Ed.), Attention and implicit learning (pp. 335-366). New York: John Benjamins Publishing Company.
6. Frensch, P. A., & Rünger, D. (2003). Implicit learning. Current Directions in Psychological Science,12, 13-18.
7. Grosjean, M., Rosenbaum, D. A., & Elsinger, C. (2001). Timing and reaction time. Journal of Experimental Psychology: General,130, 256-272.
8. Haider, H., & Frensch, P. A. (2002). Why aggregated learning follows the power law of practice when individual learning does not: Comment on Rickard (1997, 1999), Delaney et al. (1998) and Palmeri (1999). Journal of Experimental Psychology: Learning, Memory, & Cognition,28, 392-406.
9. Haider, H., & Frensch, P. A. (2005). The generation of conscious awareness in an incidental learning situation. Psychological Research,69, 399-411.
10. Haider, H., Frensch, P. A., & Joram, D. (2005). Are strategy shifts caused by data-driven processes or by voluntary processes? Consciousness & Cognition, 14, 495-519.
11. Haider, H., & Rose, M. (2007). How to investigate insight: A proposal. Methods,42, 49-57.
12. Heider, F. (1958). The psychology of interpersonal relations. Hillsdale: Lawrence Erlbaum Associates.
13. Hoffmann, J., & Koch, I. (1997). Stimulus-response compatibility and sequential learning in the serial reaction time task. Psychological Research, 60, 87-97.
14. Hoyndorf, A., & Haider, H. (2008). The "Not Letting Go" phenomenon: Accuracy instructions can impair behavioral and metacognitive effects of implicit learning processes. Psychological Research. doi:10.1007/s00426-008-0180-4.
15. Kanwisher, N. (2001). Neural events and perceptual awareness. Cognition,79, 89-113.
16. Keele, S. W., Ivry, R., Mayr, U., Hazeltine, E., & Heuer, H. (2003). The cognitive and neural architecture of sequence representation. Psychological Review,110, 316-339.
17. Kinder, A., & Shanks, D. R. (2003). Neuropsychological dissociations between priming and recognition: A single-system connectionist account. Psychological Review,110, 728-744.
18. Kinder, A., Shanks, D. R., Cock, J., & Tunney, R. J. (2003). Recollection, fluency, and the explicit/implicit distinction in artificial grammar learning. Journal of Experimental Psychology: General,132, 551-565.
19. Koriat, A. (2000). The feeling of knowing: Some metatheoretical implications for consciousness and control. Consciousness and Cognition,9, 149-171.
20. Koriat, A., & Bjork, R. A. (2005). Illusions of competence in monitoring one's knowledge during study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 187-194.
21. Loftus, G. R., & Masson, M. E. J. (1994). Using confidence intervals in within-subject designs. Psychonomic Bulletin & Review, 1, 476-490.
22. Mandler, G. (2002). Consciousness recovered: Psychological functions and origins of conscious thought. Amsterdam: John Benjamins Pub.
23. Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology,19, 1-32.
24. Norman, D. A. (1969). Attention to action: Willed and automatic control of behavior. In R. J. Davidson, G. E. Schwarts, & D. Shapiro (Eds.), Consciousness and self-regulation. Advances in research and theory (Vol. 4, pp. 1-18). New York: Plenum Press.
25. Perruchet, P., Bigand, E., & Benoit-Gonin, F. (1997). The emergence of explicit knowledge during the early phase of learning in sequential reaction time task. Psychological Research,60, 4-13.
26. Perruchet, P., & Vinter, A. (2002). The self-organizing consciousness. Behavioral and Brain Sciences,25, 297-330.
27. Rose, M., Haider, H., Weiller, C., & Büchel, C. (2002). Medial temporal lobe involvement in implicit learning: An event-related fMRI study. Neuron,36, 1221-1231.
28. Rose, M., Haider, H., Weiller, C., & Büchel, C. (2004). The relevance of the nature of learned associations for the differentiation of human memory systems. Learning & Memory,11, 145-152.
29. Rose, M., Haider, H., & Büchel, C. (2005). Unconscious detection of implicit expectancies. Journal of Cognitive Neuroscience,17, 918-927.
30. Rosenthal, D. M. (2000). Consciousness, content, and metacognitive judgments. Consciousness and Cognition,9, 203-214.
31. Rünger, D., & Frensch, P. A. (2008). How incidental sequence learning creates reportable knowledge: The role of unexpected events. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1011-1026.
32. Shanks, D. R. (2003). Attention and awareness in "implicit" sequence learning. In L. Jiménez (Ed.), Attention and implicit learning (pp. 11-42). New York: John Benjamins Publishing Company.
33. Shanks, D. R. (2005). Implicit Learning. Handbook of Cognition (pp. 202-221). London: Sage Publications.
34. Shanks, D. R., & Perruchet, P. (2002). Dissociation between priming and recognition in the expression of sequential knowledge. Psychonomic Bulletin & Review,9, 362-367.
35. Shanks, D. R., Wilkinson, L., & Channon, S. (2003). Relationship between priming and recognition in deterministic and probabilistic sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition,29, 248-261.
36. Squire, L. (1992). Declarative and nondeclarative memory: Multiple brain systems supporting learning and memory. Journal of Cognitive Neuroscience,4, 232-243.
37. Stadler, M., & Frensch, P. A. (1998). Handbook of implicit learning. London: Sage Publications.
38. Thurstone, L. L., & Thurstone, T. G. (1941). Factorial studies of intelligence. Psychometric Monographs, No 2 94.
39. Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004). Sleep inspires insight. Nature,427, 352-355.
40. Whittlesea, B. W. A. (2002). Two routes to remembering (and another to remembering not). Journal of Experimental Psychology: General,131, 325-348.
41. Whittlesea, B. W. A., & Dorken, J. P. (1993). Incidentally, things in general are particularly determined: An episodic-processing account of implicit learning. Journal of Experimental Psychology: General,122, 227-248.
42. Whittlesea, B. W. A., & Williams, L. D. (1998). Why do strangers feel familiar, but friends don't? A discrepancy-attribution account of feelings of familiarity. Acta Psychologica,98, 141-165.
43. Whittlesea, B. W. A., & Williams, L. D. (2000). The source of feelings of familiarity: The discrepancy-attribution hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition,26, 547-565.
44. Willingham, D. B. (1998). A neuropsychological theory of motor skill learning. Psychological Review,105, 558-584.
45. Willingham, D. B., & Goedert-Eschmann, K. (1999). The relation between implicit and explicit learning: Evidence for parallel development. Psychological Science,10, 531-534.
46. Wilkinson, L., & Shanks, D. R. (2004). Intentional control and implicit sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition,30, 354-369.
47. Woltz, D. J., Bell, B. G., Kyllonen, P. C., & Gardner, M. K. (1996). Memory for order of operations in the acquisition and transfer of sequential cognitive skills. Journal of Experimental Psychology: Learning, Memory, and Cognition,22, 438-457.
48. Woltz, D. J., Gardner, M. K., & Bell, B. G. (2000). Negative transfer errors in sequential cognitive skills: Strong-but-wrong sequence application. Journal of Experimental Psychology: Learning, Memory, and Cognition,26, 601-625.