Distorted estimates of implicit and explicit learning in applications of the process-dissociation procedure to the SRT task

被引：8

作者：

Stahl, Christoph ^{[1
]}

Barth, Marius ^{[1
]}

Haider, Hilde ^{[1
]}

机构：

[1] Univ Cologne, Dept Psychol, D-50931 Cologne, Germany

来源：

CONSCIOUSNESS AND COGNITION | 2015年 / 37卷

关键词：

Implicit learning; Serial reaction time task; Process-dissociation procedure; Response bias; TREE MODELS; INDEPENDENCE ASSUMPTION; MULTINOMIAL MODEL; SEQUENCE; KNOWLEDGE;

D O I：

10.1016/j.concog.2015.08.003

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

We investigated potential biases affecting the validity of the process-dissociation (PD) procedure when applied to sequence learning. Participants were or were not exposed to a serial reaction time task (SRTT) with two types of pseudo-random materials. Afterwards, participants worked on a free or cued generation task under inclusion and exclusion instructions. Results showed that pre-experimental response tendencies, non-associative learning of location frequencies, and the usage of cue locations introduced bias to PD estimates. These biases may lead to erroneous conclusions regarding the presence of implicit and explicit knowledge. Potential remedies for these problems are discussed. (C) 2015 Elsevier Inc. All rights reserved.

引用

页码：27 / 43

页数：17

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