Implicit sequence learning and contextual cueing do not compete for central cognitive resources.

Jiménez, Luís; Vázquez, Gustavo A.

doi:10.1037/a0020378

Cited by 25 publications

(25 citation statements)

References 52 publications

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“…Many contextual cuing studies have used post-experiment tests to gauge explicit knowledge of the relationship between target position and distractor configuration, typically using one of two measures: recognition of the repeated contexts indexed by "old" vs. "new" judgments of repeated and novel configurations (Chun & Jiang, 1998) or generation tasks where the participant must judge where the target should be located within a given configuration of distractors (Chun & Jiang, 2003). These two measures have yielded similar results, with many studies either failing to find evidence of better recognition for repeated configurations (Chun & Jiang, 1998;Chun & Phelps, 2001;Howard, Dennis, Howard, Yankovich, & Vaidya, 2004;Manns & Squire, 2001;Rausei, Makovski, & Jiang, 2007) or finding generation performance equivalent to chance (Chun & Jiang, 2003;Jiménez & Vázquez, 2010), despite the presence of robust contextual cuing effects. In some studies where these posttest measures have detected some degree of explicit knowledge (performance above chance), contextual cuing still appears to be unaffected by the participant's level of awareness, and cuing effects have been observed reliably in subgroups of participants who show no explicit recognition (Preston & Gabrieli, 2008;Vaidya, Huger, Howard, & Howard, 2007).…”

Section: Contextual Cuingmentioning

confidence: 52%

Can expectancies produce placebo effects for implicit learning?

2010

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The placebo effect is an important phenomenon whereby real changes occur in response to an otherwise inert intervention. Despite increasing research attention, it remains unclear exactly which processes are amenable to placebo effects. The current study tested whether an instructional manipulation could produce placebo effects on a nonconscious cognitive task, namely implicit learning. Four hundred and sixty-four university students completed a visual search task while smelling an odor or no odor, in alternating blocks. Unknown to them, the task contained a contingency whereby on half the trials the target's location was cued by the pattern of distractors, which was achieved by repeating some configurations of targets and distractors. Prior to the task, participants received positive, negative, or no information about the odor's possible effects on performance. Those given positive information demonstrated faster reaction times on cued trials than other participants. Those given negative information showed slower reaction times on cued trials compared with participants given no information. Further, the cuing effect appeared to be nonconscious, with participants' ability to recognize the repeated configurations equivalent to chance and no evidence that performance on a recognition test was related to the magnitude of the cuing effect. This suggests that instructional manipulations can produce placebo effects on some nonconscious processes.

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Section: Contextual Cuingmentioning

confidence: 52%

Can expectancies produce placebo effects for implicit learning?

2010

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“…These two awareness tests have produced similar results; many studies either failed to find evidence of better recognition for repeated configurations (Chun & Jiang, 1998;Chun & Phelps, 1999;Colagiuri, Livesey, & Harris, 2011;Howard, Howard, Dennis, Yankovich, & Vaidya, 2004;Manns & Squire, 2001;Rausei, Makovski, & Jiang, 2007) or found generation performance equivalent to chance (Chun & Jiang, 2003;Jimenez & Vazquez, 2011), despite clear evidence of contextual cuing effects. Even in studies that have detected some degree of knowledge of the repeated configurations, that is performance above chance, contextual cuing appears unaffected by the participant's level of awareness, with cuing effects reliably observed in sub-groups of participants who show no explicit awareness (Preston & Gabrieli, 2008;Smyth & Shanks, 2008 Experiment 2, but not Experiment 1; Vaidya, Huger, Howard, & Howard, 2007).…”

Section: Introductionmentioning

confidence: 53%

Contextual cuing as a form of nonconscious learning: Theoretical and empirical analysis in large and very large samples

Colagiuri

Livesey

2016

Psychon Bull Rev

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Numerous studies have demonstrated that associative learning can affect visual cognition. In one such effect, search times for a target hidden among similar distractors are faster for repeated search configurations compared with novel configurations. This contextual cuing effect is particularly interesting, because researchers routinely have failed to find evidence of recognition of the repeated configurations, concluding that the effect is a form of nonconscious learning. Vadillo, Konstantinidis, and Shanks (2016) recently criticized this conclusion on a number of methodological and conceptual grounds that suggest the area suffers from a high probability of false-negative results on awareness tests and misinterpretation of weak or absent relationships between cuing and awareness measures. We developed further predictions from theoretical models assuming that single or independent memory sources drive learning and awareness and discuss how these predictions fare in three new contextual cuing experiments involving large (n > 60) and very large samples (n > 600). The data support the absence of a positive relationship between recognition and the cuing effect both at the participant and configuration level, the probability of which being a false negative is very low in a model assuming a single memory source drives learning and awareness. This was the case using both conventional and Bayesian analyses. The combination of this theoretical and empirical analysis suggests that contextual cuing is not dependent on cue recognition and provides evidence that it reflects a genuine form of nonconscious learning.

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“…A continuous version of the CC task was used, in which successive trials followed each other with minimal delay (50 ms) and were not preceded by a fixation point. Jiménez and Vázquez (2009) have shown that this procedure results in levels of learning similar to the usual discrete version developed by Chun and Jiang (1998). In addition, Jiménez and Vázquez's (2009) procedure was followed by using four different responses instead of the usual twoalternative task.…”

Section: Apparatusmentioning

confidence: 97%

Intact implicit learning in autism spectrum conditions

Brown

Aczél

Jiménez

et al. 2010

Quarterly Journal of Experimental Psychology

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140

163

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Individuals with autism spectrum condition (ASC) have diagnostic impairments in skills that are associated with an implicit acquisition; however, it is not clear whether ASC individuals show specific implicit learning deficits. We compared ASC and typically developing (TD) individuals matched for IQ on five learning tasks: four implicit learning tasks--contextual cueing, serial reaction time, artificial grammar learning, and probabilistic classification learning tasks--that used procedures expressly designed to minimize the use of explicit strategies, and one comparison explicit learning task, paired associates learning. We found implicit learning to be intact in ASC. Beyond no evidence of differences, there was evidence of statistical equivalence between the groups on all the implicit learning tasks. This was not a consequence of compensation by explicit learning ability or IQ. Furthermore, there was no evidence to relate implicit learning to ASC symptomatology. We conclude that implicit mechanisms are preserved in ASC and propose that it is disruption by other atypical processes that impact negatively on the development of skills associated with an implicit acquisition.

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Implicit sequence learning and contextual cueing do not compete for central cognitive resources.

Cited by 25 publications

References 52 publications

Can expectancies produce placebo effects for implicit learning?

Can expectancies produce placebo effects for implicit learning?

Contextual cuing as a form of nonconscious learning: Theoretical and empirical analysis in large and very large samples

Intact implicit learning in autism spectrum conditions

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