Learning, awareness, and instruction: Subjective contingency awareness does matter in the colour-word contingency learning paradigm

Catégorie

Journal Article

Auteurs

Schmidt, J.R., De Houwer, J.

Année

2012

Titre

Learning, awareness, and instruction: Subjective contingency awareness does matter in the colour-word contingency learning paradigm

Journal / Livre / Conférence

Consciousness and Cognition

Résumé

In three experiments, each of a set colour-unrelated distracting words was presented most often in a particular target print colour (e.g., "month" most often in red). In Experiment 1, half of the participants were told the word-colour contingencies in advance (instructed) and half were not (control). The instructed group showed a larger learning effect. This instruction effect was fully explained by increases in subjective awareness with instruction. In Experiment 2, contingency instructions were again given, but no contingencies were actually present. Although many participants claimed to be aware of these (nonexistent) contingencies, they did not produce an instructed contingency effect. In Experiment 3, half of the participants were given contingency instructions that did not correspond to the correct contingencies. Participants with these false instructions learned the actual contingencies worse than controls. Collectively, our results suggest that conscious contingency knowledge might play a moderating role in the strength of implicit learning. (C) 2012 Elsevier Inc. All rights reserved

Volume

21

Pages

1754-1768

Mots-clés

contingency learning contingency awareness instruction subjective awareness objective awareness implicit learning explicit learning false instructions response times moderation artificial grammars implicit knowledge performance task attention acquisitio

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