As the proverbial creatures of habit, people tend to repeat the same behaviors in recurring contexts. This review characterizes habits in terms of their cognitive, motivational, and neurobiological properties. In so doing, we identify three ways that habits interface with deliberate goal pursuit: First, habits form as people pursue goals by repeating the same responses in a given context. Second, as outlined in computational models, habits and deliberate goal pursuit guide actions synergistically, although habits are the efficient, default mode of response. Third, people tend to infer from the frequency of habit performance that the behavior must have been intended. We conclude by applying insights from habit research to understand stress and addiction as well as the design of effective interventions to change health and consumer behaviors.

Implicit learning appears to be a fundamental and ubiquitous process in cognition. Although defining and operationalizingimplicit learning remains a central theoretical challenge, scientists' understanding of implicit learning has progressed significantly. Beyond establishing the existence of “learning without awareness,” current research seeks to identify the cognitive processes that support implicit learning and addresses the relationship between learning and awareness of what was learned. The emerging view of implicit learning emphasizes the role of associative learning mechanisms that exploit statistical dependencies in the environment in order to generate highly specific knowledge representations.

and S. W. Keek (1993, Experiment 3) reported that if dual-task training on the serial reaction task (M. J. Nissen & P. Bullemer, 1987) is followed by 2 tests of learning, the 1st under dual-task conditions and the 2nd under single-task conditions, then participants' learning scores do not differ for the 2 learning tests. This finding argues against the "suppression" hypothesis, according to which the presence of a secondary task suppresses expression of knowledge on the primary task. The authors repeated Curran and Keele's experiment with a slightly different design and with 2 different types of sequences. The results did not conceptually replicate the earlier findings but instead demonstrated larger learning scores under single-than dual-task tests, thus supporting the suppression hypothesis. The findings imply that existing results demonstrating impaired performance under dual-task relative to single-task conditions cannot be unequivocally interpreted as supporting the attention dependency of implicit sequence learning, both in terms of need for resources and lack of interference.

Research on incidental sequence learning typically is concerned with the characteristics of implicit or nonconscious learning. In this article, the authors aim to elucidate the cognitive mechanisms that contribute to the generation of explicit, reportable sequence knowledge. According to the unexpected-event hypothesis (P. A. Frensch, H. Haider, D. Rünger, U. Neugebauer, S. Voigt, & J. Werg, 2003), individuals acquire reportable knowledge when they search for the cause of an experienced deviation from the expected task performance. The authors experimentally induced unexpected events by disrupting the sequence learning process with a modified serial reaction time task and found that, unlike random transfer sequences, a systematic transfer sequence increased the availability of reportable sequence knowledge. The lack of a facilitative effect of random sequences is explained by the detrimental effect of random events on the presumed search process that generates reportable knowledge. This view is corroborated in a final experiment in which the facilitative effect of systematic transfer blocks is offset by a concurrent secondary task that was introduced to interfere with the search process during transfer.

Transgender women and MSM experience many stigma-related syndemic conditions that exacerbate HIV incidence and prevalence rates. While PrEP is an effective biomedical intervention to reduce HIV transmission, uptake and adherence of PrEP is low among transgender women and MSM experiencing multiple syndemic health disparities. This study tested the feasibility, acceptability and effectiveness of A.S.K.-PrEP (Assistance Services Knowledge-PrEP), a five-session peer navigator program, designed to link transgender women and MSM to PrEP. From September 2016 to March 2018, 187 participants (transgender women = 58; MSM = 129) enrolled. Results demonstrated that approximately 90% of transgender women and MSM were linked to PrEP; MSM linked more quickly (KW χ2(1) = 10.9, p < .001). Most transgender women (80%) and MSM (70%) reported they were still taking PrEP at the 90-day follow-up evaluation. Findings indicated that A.S.K.-PrEP is a promising intervention for PrEP linkage, uptake and preliminary adherence among transgender women and MSM.