The effect of subjective awareness measures on performance in artificial grammar learning task

Иванчей, Иван; Moroshkina, Nadezhda

doi:10.1016/j.concog.2017.11.010

Cited by 12 publications

(16 citation statements)

References 45 publications

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“…This was significantly differently distributed than for the incidental condition of Experiment 1, χ 2 (1) = 6.332, p = .012, Cramer’s V = 0.035, suggesting that the requirement to make a decision about the source of knowledge during training resulted in greater explicit awareness by the end of the study, but that this was only a small effect size. Such a result is consistent with observations of a learning advantage for an attribution decision about knowledge at each trial found in a Reber‐style artificial grammar learning task (Ivanchei & Moroshkina, ).…”

Section: Resultssupporting

confidence: 91%

A Single Paradigm for Implicit and Statistical Learning

Monaghan

Schoetensack

Rebuschat

2019

Topics in Cognitive Science

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Implicit learning generally refers to the acquisition of structures that, like knowledge of natural language grammar, are not available to awareness. In contrast, statistical learning has frequently been related to learning language structures that are explicitly available, such as vocabulary. In this paper, we report an experimental paradigm that enables testing of both classic implicit and statistical learning in language. The paradigm employs an artificial language comprising sentences that accompany visual scenes that they represent, thus combining artificial grammar learning with cross‐situational statistical learning of vocabulary. We show that this methodology enables a comparison between acquisition of grammar and vocabulary, and the influences on their learning. We show that both grammar and vocabulary are promoted by explicit information about the language structure, that awareness of structure affects acquisition during learning, and awareness precedes learning, but is not distinctive at the endpoint of learning. The two traditions of learning—implicit and statistical—can be conjoined in a single paradigm to explore both the phenomenological and learning consequences of statistical structural knowledge.

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Section: Resultssupporting

confidence: 91%

A Single Paradigm for Implicit and Statistical Learning

Monaghan

Schoetensack

Rebuschat

2019

Topics in Cognitive Science

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“…The same kind of results using the structural knowledge attributions have been obtained not only with artificial grammar learning (e.g. Ivanchei, & Moroshkina, 2018;Jurchiş, & Opre, 2016), but also with other implicit learning paradigms, such as sequence learning (e.g. Fu, Dienes & Fu, 2010), symmetry learning (e.g.…”

Section: Subjective Measures Of Awareness In Implicit Learningsupporting

confidence: 63%

Distinguishing the role of conscious and unconscious knowledge in evaluative conditioning

2020

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Evaluative conditioning (EC) refers to a change in liking of a conditioned stimulus (CS) subsequent to its repeated pairing with a valent stimulus (US). Two studies that bring new light on the highly debated question of the role of awareness in EC were conducted. We developed an innovative method motivated by higher order and integration theories of consciousness to distinguish between the role of conscious and unconscious knowledge about the pairings. On each trial of the awareness test, participants had to indicate the valence of the US associated with a given CS and to make a 'structural knowledge attribution' by reporting the basis of their response. Valence identification accuracy was used to evaluate knowledge while the knowledge attribution was used to measure the conscious status of knowledge. Memory attribution indicated conscious knowledge about the pairings while feeling-based and random attributions indicated unconscious knowledge. A meta-analysis of the two studies revealed that valence identification accuracy was above chance level for memory and feelingbased attributions but not for the random attribution. EC was found in the three attributions. While EC effect size was medium for the memory attribution it was small for feeling-based and random attributions. Moreover, Experiment 2 included a delayed test. EC was still present 24 hours after the conditioning took place. The results obtained for memory and feeling-based attributions suggest that both conscious and unconscious knowledge may underlie EC. The results obtained for random attribution suggest that EC may also occur without any knowledge of US valence.

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“…The second advantage of our paradigm is that it creates implicit conflict in contrast to most studies in conflict processing domain. In AGL, participants are usually not aware of the learned grammar rules (however, part of their knowledge may be conscious, see Dienes & Scott, 2005;Ivanchei & Moroshkina, 2018).…”

Section: Discussionmentioning

confidence: 99%

The Nature of Affect in the Structural Mere Exposure Effect

Иванчей

Asvarisch

2018

SSRN Journal

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This paper investigates the characteristics of the affective component in the structural mere exposure effect (SMEE). Two approaches are consideredfluency attribution approach (FA) and affect as predictive efficiency approach (APE)within a predictive coding framework. Using the artificial grammar learning and affective priming paradigms, we demonstrate that a violation of implicitly learned regularities elicits an automatic negative affective response. This result suggests that SMEE can be observed without any overtly evaluative judgment. Participants' decisions on the grammaticality of stimuli did not change this pattern. We conclude that SMEE is based on the affective response to prediction errors made by the cognitive system and may include the fluency attribution process in the later stages of processing.

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The effect of subjective awareness measures on performance in artificial grammar learning task

Cited by 12 publications

References 45 publications

A Single Paradigm for Implicit and Statistical Learning

A Single Paradigm for Implicit and Statistical Learning

Distinguishing the role of conscious and unconscious knowledge in evaluative conditioning

The Nature of Affect in the Structural Mere Exposure Effect

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