The Emergence of Explicit Knowledge in a Serial Reaction Time Task: The Role of Experienced Fluency and Strength of Representation

Abstract

The Serial Reaction Time Task (SRTT) is an important paradigm to study the properties of unconscious learning processes. One specifically interesting and still controversially discussed topic are the conditions under which unconsciously acquired knowledge becomes conscious knowledge. The different assumptions about the underlying mechanisms can contrastively be separated into two accounts: single system views in which the strengthening of associative weights throughout training gradually turns implicit knowledge into explicit knowledge, and dual system views in which implicit knowledge itself does not become conscious. Rather, it requires a second process which detects changes in performance and is able to acquire conscious knowledge. In a series of three experiments, we manipulated the arrangement of sequential and deviant trials. In an SRTT training, participants either received mini-blocks of sequential trials followed by mini-blocks of deviant trials (22 trials each) or they received sequential and deviant trials mixed randomly. Importantly the number of correct and deviant transitions was the same for both conditions. Experiment 1 showed that both conditions acquired a comparable amount of implicit knowledge, expressed in different test tasks. Experiment 2 further demonstrated that both conditions differed in their subjectively experienced fluency of the task, with more fluency experienced when trained with mini-blocks. Lastly, Experiment 3 revealed that the participants trained with longer mini-blocks of sequential and deviant material developed more explicit knowledge. Results are discussed regarding their compatibility with different assumptions about the emergence of explicit knowledge in an implicit learning situation, especially with respect to the role of metacognitive judgements and more specifically the Unexpected-Event Hypothesis.

What triggers explicit awareness in implicit sequence learning? Implications from theories of consciousness

“…The authors attributed this effect to the participants noticing surprisingly slower responses and attributing them to a change in the structure of the task. Controlling for the number of sequential and non-sequential trials, Esser and Haider ( 2017 ) showed that arranging regular, sequential and irregular, random trials in mini-blocks led to more explicit sequence knowledge, compared to a condition where regular and irregular trials were mixed randomly. In this case, the authors attributed this effect to providing the participants the opportunity to experience systematic differences in the fluency of the task.…”

Translating visual information into action predictions: Statistical learning in action and nonaction contexts

“…In the field of implicit-learning research, action effects have been shown to enhance implicit sequence learning when participants' own motor responses result in predictable action effects (e.g., Haider et al, 2014). Recent work has suggested that action effects may also be particularly important for transferring learning from implicit into explicit awareness (Esser & Haider, 2017a, 2017b. These findings demonstrate that action-effect associations likely play a central role in establishing the contextual knowledge needed for making action predictions.…”

“…The behavioral indicators of implicit learning are typically faster reaction times (Fiser & Aslin, 2002) or anticipatory eye movements (Marcus, Karatekin, & Markiewicz, 2006), and participants are usually unaware of the subtle changes in their own behavior as a result of learning. On the other hand, SL can also result in explicit knowledge about what was learned (Bertels, Franco, & Destrebecqz, 2012;Esser & Haider, 2017b). Explicit learning is typically measured by recognition or recall, which requires Bconscious, or deliberate, access to memory for previous experiences ( Gomez, 1997, p. 166).…”

“…In the former case, it is argued that knowledge can only become explicit when other cognitive systems come into play. Recent findings have shown that sequence learning also results in explicit knowledge depending on the Btask set^-that is, the relation between the stimulus characteristics and the required response of the learner (Esser & Haider, 2017a, 2017b.…”

Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts

“…If a knowledge-outcome approach is taken, the task relevance should be based on the nature of the acquired knowledge. For example, testing whether the SRT task leads to procedural knowledge requires excluding the possibility of explicit, declarative knowledge (e.g., Esser & Haider, 2017 ). Finally, computation-based definitions require a precise theory regarding the underlying computations involved that should be supported by computational work.…”