Cognitive Processes of Implicit and Explicit Sequence Learning

• Applicant: Dr. Marius Barth
• Subject Area: General, Cognitive and Mathematical Psychology
• Term: from 2020 to 2024
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 438305835

The distinction between implicit and explicit learning is fundamental to theories of human learning. Implicit learning refers to learning that takes place in the absence of awareness; explicit learning takes place when propositions about what has been learned are formed. It is unclear whether these two forms of learning are also based on two learning mechanisms or systems, or a common learning system. The single-system view (Cleeremans & Jiménez, 2002) assumes that both forms of learning are based on a common learning mechanism. The dual-system view (Keele, Ivry, Mayr, Hazeltine, & Heuer, 2003) postulates a distinction between a unidimensional and a multidimensional learning system. Important distinguishing features of these two systems are their different accessibility to awareness, attention-dependency, and encapsulation of the learned information within the unidimensional learning system.Previous empirical evidence to distinguish these theories is ambiguous, because assumptions have been made in deriving empirical predictions that do not stand up to critical analysis. To solve this problem, we will use the diffusion model (Ratcliff, 1978) as an established process model of task processing to derive and validate empirical predictions. The aim of the project is to use a combination of experimental manipulations and cognitive modeling to examine whether implicit and explicit learning are based on two different learning mechanisms or systems, or whether both phenomena can be explained by a common learning mechanism. To this end, it is examined to what extent implicit and explicit learning differentially influence the cognitive processes involved in the processing of the serial response time task (SRTT, Nissen & Bullemer, 1987). In addition, the postulated encapsulation within the unidimensional learning system is examined by means of selective influence on the processes involved.

• DFG Programme: Research Grants