Abstract
Learning the structure of the environment (e.g., what usually follows what) enables animals to behave in an effective manner and prepare for future events. Unintentional learning is capable of efficiently producing such knowledge as has been demonstrated with the Artificial Grammar Learning paradigm (AGL), among others. It has been argued that selective attention is a necessary and sufficient condition for visual implicit learning. Experiment 1 shows that spatial attention is not sufficient for implicit learning. Learning does not occur if the stimuli instantiating the structure are task irrelevant. In a second experiment, we demonstrate that this holds even with abundance of available attentional resources. Together, these results challenge the current view of the relations between attention, resources, and implicit learning.
Original language | English |
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Pages (from-to) | 1508-1515 |
Number of pages | 8 |
Journal | Journal of Experimental Psychology: Human Perception and Performance |
Volume | 39 |
Issue number | 6 |
DOIs | |
State | Published - Dec 2013 |
Keywords
- Artificial Grammar Learning
- Implicit learning
- Perceptual load
- Selective attention
- Spatial attention
- Task relevance
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Arts and Humanities (miscellaneous)
- Behavioral Neuroscience