Skip to main content
Top
Gepubliceerd in: Psychological Research 5-6/2005

01-06-2005 | Original Article

The generation of conscious awareness in an incidental learning situation

Auteurs: Hilde Haider, Peter A. Frensch

Gepubliceerd in: Psychological Research | Uitgave 5-6/2005

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The purpose of the present experiments was to investigate the generation of conscious awareness (i.e., of verbal report) in an incidental learning situation. While the single-system account assumes that all markers of learning, verbal or nonverbal, index the same underlying knowledge representation, multiple-systems accounts grant verbal report a special status as a marker of learning because they assume that the nonverbal and verbal effects of learning rely on different memory representations. We tested these two accounts in two experiments in which we held the amount of learning in the nonverbal memory system constant while manipulating independent variables aimed at affecting learning in the declarative system. The results of both experiments revealed significant differences in verbal report between experimental conditions, but no significant differences in response times. Overall, these results provide clear evidence in favor of the multiple-systems account.
Literatuur
go back to reference Block, N. (1995). On a confusion about a function of consciousness. Behavioral and Brain Sciences, 18, 227–287. Block, N. (1995). On a confusion about a function of consciousness. Behavioral and Brain Sciences, 18, 227–287.
go back to reference Botvinick, M. M., Braver, T. S., Barch, D. M., Carter, C. S., & Cohen, J. D. (2001). Conflict monitoring and cognitive control. Psychological Review, 108, 624–652. Botvinick, M. M., Braver, T. S., Barch, D. M., Carter, C. S., & Cohen, J. D. (2001). Conflict monitoring and cognitive control. Psychological Review, 108, 624–652.
go back to reference Chalmers, D. (1996). The conscious mind. In search of a fundamental theory. New York: Oxford University Press. Chalmers, D. (1996). The conscious mind. In search of a fundamental theory. New York: Oxford University Press.
go back to reference Cleeremans, A., & Jiménez, L. (2002). Implicit learning and consciousness: A graded, dynamic perspective. In R. M. French, A. Cleeremans (Eds.), Implicit learning and consciousness: An empirical, computational and philosophical consensus in the making? (pp. 1–40). Hove, UK: Psychology Press. Cleeremans, A., & Jiménez, L. (2002). Implicit learning and consciousness: A graded, dynamic perspective. In R. M. French, A. Cleeremans (Eds.), Implicit learning and consciousness: An empirical, computational and philosophical consensus in the making? (pp. 1–40). Hove, UK: Psychology Press.
go back to reference Cohen, A., Dunbar, K., & McClelland, J. L. (1990). On the control of automatic process: A parallel distributed processing account. Psychological Review, 97, 332–361. Cohen, A., Dunbar, K., & McClelland, J. L. (1990). On the control of automatic process: A parallel distributed processing account. Psychological Review, 97, 332–361.
go back to reference Dienes, Z., & Perner, J. (1999). A theory of implicit and explicit knowledge. Behavioral and Brain Sciences, 22, 735–808. Dienes, Z., & Perner, J. (1999). A theory of implicit and explicit knowledge. Behavioral and Brain Sciences, 22, 735–808.
go back to reference Dienes, Z., & Perner, J. (2002). A theory of the implicit nature of implicit learning. In R. M. French, A. Cleeremans, (Eds.), Implicit learning and consciousness. London: Psychology Press. Dienes, Z., & Perner, J. (2002). A theory of the implicit nature of implicit learning. In R. M. French, A. Cleeremans, (Eds.), Implicit learning and consciousness. London: Psychology Press.
go back to reference Fernandez-Duque, D., Baird, J. A., & Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9, 288–307. Fernandez-Duque, D., Baird, J. A., & Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9, 288–307.
go back to reference Fletcher, P. C., Anderson, J. M., Shanks, D. R., Honey, R., Carpenter, T. A., & Donovan, T., et al (2001). Responses of human frontal cortex to surprising events are predicted by formal associative learning theory. Nature Neuroscience, 4, 1043. Fletcher, P. C., Anderson, J. M., Shanks, D. R., Honey, R., Carpenter, T. A., & Donovan, T., et al (2001). Responses of human frontal cortex to surprising events are predicted by formal associative learning theory. Nature Neuroscience, 4, 1043.
go back to reference Frensch, P. A. & Rünger, D. (2003). Implicit learning. Current Directions in Psychological Science, 12, 13–18. Frensch, P. A. & Rünger, D. (2003). Implicit learning. Current Directions in Psychological Science, 12, 13–18.
go back to reference Frensch, P. A., Haider, H., Rünger, D., Neugebauer, U., Voigt, S., & Werg, J. (2002). Verbal report of incidentally experienced environmental regularity: The route from implicit learning to verbal expression of what has been learned. In L. Jiménez, (Ed.), Attention and implicit learning (pp. 335–366). Benjamins, New York. Frensch, P. A., Haider, H., Rünger, D., Neugebauer, U., Voigt, S., & Werg, J. (2002). Verbal report of incidentally experienced environmental regularity: The route from implicit learning to verbal expression of what has been learned. In L. Jiménez, (Ed.), Attention and implicit learning (pp. 335–366). Benjamins, New York.
go back to reference Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley. Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
go back to reference Kinder, A., & Shanks, D. R. (2003). Neuropsychological dissociations between priming and recognition: A single-system connectionist account. Psychological Review, 110, 728–744. Kinder, A., & Shanks, D. R. (2003). Neuropsychological dissociations between priming and recognition: A single-system connectionist account. Psychological Review, 110, 728–744.
go back to reference Koriat, A. (2000). The feeling of knowing: Some metatheoretical implications for consciousness and control. Consciousness and Cognition, 9, 149–171. Koriat, A. (2000). The feeling of knowing: Some metatheoretical implications for consciousness and control. Consciousness and Cognition, 9, 149–171.
go back to reference Lachman, R., Lachman, J. L., & Butterfield, E. C. (1979). Cognitive psychology and information processing: An introduction. Hillsdale, NJ: Erlbaum. Lachman, R., Lachman, J. L., & Butterfield, E. C. (1979). Cognitive psychology and information processing: An introduction. Hillsdale, NJ: Erlbaum.
go back to reference Mandler, G. (1984). Mind and body: Psychology of stress and emotion. New York: Norton. Mandler, G. (1984). Mind and body: Psychology of stress and emotion. New York: Norton.
go back to reference Mandler, G. (2002). Consciousness recovered: Psychological functions and origins of conscious thought. Amsterdam: Benjamins. Mandler, G. (2002). Consciousness recovered: Psychological functions and origins of conscious thought. Amsterdam: Benjamins.
go back to reference Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1–32. Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1–32.
go back to reference Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behavior. In R. J. Davidson, G. E. Schwarts, & D. Shapiro, (Eds.), Consciousness and self-regulation. Advances in research and theory, vol 4 (pp. 1–18). New York: Plenum. Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behavior. In R. J. Davidson, G. E. Schwarts, & D. Shapiro, (Eds.), Consciousness and self-regulation. Advances in research and theory, vol 4 (pp. 1–18). New York: Plenum.
go back to reference Perruchet, P., & Vinter, A. (2002). The self-organizing consciousness. Behavioral and Brain Sciences, 25, 297–330. Perruchet, P., & Vinter, A. (2002). The self-organizing consciousness. Behavioral and Brain Sciences, 25, 297–330.
go back to reference Perruchet, P., Bigand, E., & Benoit-Gonin, F. (1997). The emergence of explicit knowledge during the early phase of learning in sequential reaction time task. Psychological Research, 60, 4–13. Perruchet, P., Bigand, E., & Benoit-Gonin, F. (1997). The emergence of explicit knowledge during the early phase of learning in sequential reaction time task. Psychological Research, 60, 4–13.
go back to reference Posner, M. I., & Dehaene, S. (1994). Attentional networks. Trends in Neuroscience, 17, 75–79. Posner, M. I., & Dehaene, S. (1994). Attentional networks. Trends in Neuroscience, 17, 75–79.
go back to reference Reber, P. J., & Squire, L. R. (1994). Parallel brain systems for learning with or without awareness. Learning & Memory, 1, 217–229. Reber, P. J., & Squire, L. R. (1994). Parallel brain systems for learning with or without awareness. Learning & Memory, 1, 217–229.
go back to reference Reber, P. J., & Squire, L. R. (1998). Encapsulation of implicit and explicit memory in sequence learning. Journal of Cognitive Neuroscience, 10, 248–263. Reber, P. J., & Squire, L. R. (1998). Encapsulation of implicit and explicit memory in sequence learning. Journal of Cognitive Neuroscience, 10, 248–263.
go back to reference Reisenzein, R. (2000). Exploring the strength of association between the components of emotion syndromes: The case of surprise. Cognition and Emotion, 14, 1–38. Reisenzein, R. (2000). Exploring the strength of association between the components of emotion syndromes: The case of surprise. Cognition and Emotion, 14, 1–38.
go back to reference Rose, M., Haider, H., Weiller, C., & Büchel, C. (2002). Medial temporal lobe involvement in implicit learning: An event-related fMRI study. Neuron, 36, 1221–1231. Rose, M., Haider, H., Weiller, C., & Büchel, C. (2002). Medial temporal lobe involvement in implicit learning: An event-related fMRI study. Neuron, 36, 1221–1231.
go back to reference Rose, M., Haider, H., Weiller, C., & Büchel, C. (2004). The relevance of the nature of learned associations for the differentiation of human memory systems. Learning & Memory, 11, 145–152. Rose, M., Haider, H., Weiller, C., & Büchel, C. (2004). The relevance of the nature of learned associations for the differentiation of human memory systems. Learning & Memory, 11, 145–152.
go back to reference Rosenthal, D. M. (2000a). Consciousness, content, and metacognitive judgements. Consciousness and Cognition, 9, 203–214. Rosenthal, D. M. (2000a). Consciousness, content, and metacognitive judgements. Consciousness and Cognition, 9, 203–214.
go back to reference Rosenthal, D. M. (2000b). Metacognition and higher-order thoughts (extended response to commentaries). Consciousness and Cognition, 9, 231–242. Rosenthal, D. M. (2000b). Metacognition and higher-order thoughts (extended response to commentaries). Consciousness and Cognition, 9, 231–242.
go back to reference Scherer, K. (2001). Appraisal considered as a process of multilevel sequential checking. In K. Scherer, A. Schorr, T. Johnstone, (Eds.), Appraisal processes in emotion. Oxford: Oxford University Press. Scherer, K. (2001). Appraisal considered as a process of multilevel sequential checking. In K. Scherer, A. Schorr, T. Johnstone, (Eds.), Appraisal processes in emotion. Oxford: Oxford University Press.
go back to reference Shanks, D. R. (2003). Attention and awareness in “implicit” sequence learning. In L. Jiménez, (Ed.), Attention and implicit learning (pp. 11–42). New York: Benjamins. Shanks, D. R. (2003). Attention and awareness in “implicit” sequence learning. In L. Jiménez, (Ed.), Attention and implicit learning (pp. 11–42). New York: Benjamins.
go back to reference Shanks, D. R., & Perruchet, P. (2002). Dissociation between priming and recognition in the expression of sequential knowledge. Psychonomic Bulletin & Review, 9, 362–367. Shanks, D. R., & Perruchet, P. (2002). Dissociation between priming and recognition in the expression of sequential knowledge. Psychonomic Bulletin & Review, 9, 362–367.
go back to reference Shanks, D. R., & St. John, M. F. (1994). Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367–447. Shanks, D. R., & St. John, M. F. (1994). Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367–447.
go back to reference Shanks, D. R., Wilkinson, L., & Channon, S. (2003). Relationship between priming and recognition in deterministic and probabilistic sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 248–261. Shanks, D. R., Wilkinson, L., & Channon, S. (2003). Relationship between priming and recognition in deterministic and probabilistic sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 248–261.
go back to reference Squire, L. (1992). Declarative and nondeclarative memory: Multiple brain systems supporting learning and memory. Journal of Cognitive Neuroscience, 4, 232–243. Squire, L. (1992). Declarative and nondeclarative memory: Multiple brain systems supporting learning and memory. Journal of Cognitive Neuroscience, 4, 232–243.
go back to reference Thurstone, L. L., Thurstone, T. G. (1941). Factorial studies of intelligence. Psychometric Monographs,2, 94. Thurstone, L. L., Thurstone, T. G. (1941). Factorial studies of intelligence. Psychometric Monographs,2, 94.
go back to reference Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004). Sleep inspires insight. Nature, 427, 352–355. Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004). Sleep inspires insight. Nature, 427, 352–355.
go back to reference Whittlesea, B. W. A. (1997). Production, evaluation and preserving of experiences: Constructive processing in remembering and performance tasks. In D. L. Medin, (Ed.), The psychology of learning and motivation, vol. 37 (p. 211–264). San Diego, CA: Academic. Whittlesea, B. W. A. (1997). Production, evaluation and preserving of experiences: Constructive processing in remembering and performance tasks. In D. L. Medin, (Ed.), The psychology of learning and motivation, vol. 37 (p. 211–264). San Diego, CA: Academic.
go back to reference Whittlesea, B. W. A. (2002a). Two routes to remembering (and another to remembering not). Journal of Experimental Psychology: General, 131, 325–348. Whittlesea, B. W. A. (2002a). Two routes to remembering (and another to remembering not). Journal of Experimental Psychology: General, 131, 325–348.
go back to reference Whittlesea, B. W. A. (2002b). False memory and the discrepancy-attribution hypothesis: The prototype-familiarity illusion. Journal of Experimental Psychology: General, 131, 96–115. Whittlesea, B. W. A. (2002b). False memory and the discrepancy-attribution hypothesis: The prototype-familiarity illusion. Journal of Experimental Psychology: General, 131, 96–115.
go back to reference Whittlesea, B. W. A., & Leboe, J. P. (2000). The heuristic basis of remembering and classification: Fluency, generation, and resemblance. Journal of Experimental Psychology: General, 129, 84–106. Whittlesea, B. W. A., & Leboe, J. P. (2000). The heuristic basis of remembering and classification: Fluency, generation, and resemblance. Journal of Experimental Psychology: General, 129, 84–106.
go back to reference Whittlesea, B. W. A., & Williams, L. D. (1998). Why do strangers feel familiar, but friends don’t? A discrepancy-attribution account of feelings of familiarity. Acta Psychologica, 98, 141–165. Whittlesea, B. W. A., & Williams, L. D. (1998). Why do strangers feel familiar, but friends don’t? A discrepancy-attribution account of feelings of familiarity. Acta Psychologica, 98, 141–165.
go back to reference Whittlesea, B. W. A., & Williams, L. D. (2000). The source of feelings of familiarity: The discrepancy-attribution hypothesis. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 547–565. Whittlesea, B. W. A., & Williams, L. D. (2000). The source of feelings of familiarity: The discrepancy-attribution hypothesis. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 547–565.
go back to reference Whittlesea, B. W. A., & Williams, L. D. (2001a). The discrepancy-attribution hypothesis. I. The heuristic basis of feelings and familiarity. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 3–13. Whittlesea, B. W. A., & Williams, L. D. (2001a). The discrepancy-attribution hypothesis. I. The heuristic basis of feelings and familiarity. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 3–13.
go back to reference Whittlesea, B. W. A., & Williams, L. D. (2001b) The discrepancy-attribution hypothesis. II. Expectation, uncertainty, surprise, and feelings of familiarity. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 14–33. Whittlesea, B. W. A., & Williams, L. D. (2001b) The discrepancy-attribution hypothesis. II. Expectation, uncertainty, surprise, and feelings of familiarity. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 14–33.
go back to reference Wilkinson, L., & Shanks, D. R. (2004). Intentional control and implicit sequence learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 30, 354–369. Wilkinson, L., & Shanks, D. R. (2004). Intentional control and implicit sequence learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 30, 354–369.
go back to reference Willingham, D. B. (1998). A neuropsychological theory of motor skill learning. Psychological Review, 105, 558–584.CrossRefPubMed Willingham, D. B. (1998). A neuropsychological theory of motor skill learning. Psychological Review, 105, 558–584.CrossRefPubMed
go back to reference Willingham, D. B., & Goedert-Eschmann, K. (1999). The relation between implicit and explicit learning: Evidence for parallel development. Psychological Science, 10, 531–534. Willingham, D. B., & Goedert-Eschmann, K. (1999). The relation between implicit and explicit learning: Evidence for parallel development. Psychological Science, 10, 531–534.
go back to reference Winkielmann, P., Schwarz, N., & Nowak, A. (2002). Affect and processing dynamics. In S. Moore, M. Oaksford, (Eds.), Emotional cognition (pp. 111–136). Amsterdam: Benjamins. Winkielmann, P., Schwarz, N., & Nowak, A. (2002). Affect and processing dynamics. In S. Moore, M. Oaksford, (Eds.), Emotional cognition (pp. 111–136). Amsterdam: Benjamins.
go back to reference Woltz, D. J., Bell, B. G., Kyllonen, P. C., & Gardner, M. K. (1996). Memory for order of operations in the acquisition and transfer of sequential cognitive skills. Journal of Experimental Psychology: Learning, Memory, & Cognition, 22, 438–457. Woltz, D. J., Bell, B. G., Kyllonen, P. C., & Gardner, M. K. (1996). Memory for order of operations in the acquisition and transfer of sequential cognitive skills. Journal of Experimental Psychology: Learning, Memory, & Cognition, 22, 438–457.
go back to reference Woltz, D. J., Gardner, M. K., & Bell, B. G. (2000). Negative transfer errors in sequential cognitive skills: Strong-but-wrong sequence application. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 601–625. Woltz, D. J., Gardner, M. K., & Bell, B. G. (2000). Negative transfer errors in sequential cognitive skills: Strong-but-wrong sequence application. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 601–625.
Metagegevens
Titel
The generation of conscious awareness in an incidental learning situation
Auteurs
Hilde Haider
Peter A. Frensch
Publicatiedatum
01-06-2005
Uitgeverij
Springer-Verlag
Gepubliceerd in
Psychological Research / Uitgave 5-6/2005
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI
https://doi.org/10.1007/s00426-004-0209-2

Andere artikelen Uitgave 5-6/2005

Psychological Research 5-6/2005 Naar de uitgave