title: Implicit learning and concept learning.
abstract: In Experiments 1 and 2, subjects were exposed to letter strings that followed a pattern--the second letter was always the same. This exposure was disguised as a test of immediate memory. Following this training, subjects could discriminate new letter strings following the pattern from letter strings not following the pattern more often than would be expected by chance, which is the traditional evidence for concept learning. Discrimination was also better than would be predicted from subjects' explicit report of the pattern, demonstrating the co-occurrence of concept learning and implicit learning. In Experiment 3, rules were learned explicitly. Discrimination was worse than would be predicted from subjects' explicit report, validating the implicit learning paradigm. In Experiment 4, deviations from a prototypical pattern were presented during training. In the test of discrimination, prototypes were as familiar as old deviations and more familiar than new deviations, even when considering only implicit knowledge. Experiment 5 found implicit knowledge of a familiar concept. These results are consistent with the hypothesis that the distinguishing features of a concept can be learned implicitly, and that one type of implicit learning is concept learning.
authors.affiliation: Dept. of Psychology; SUNY at Stony Brook 11794-2500, USA.
authors.forename: R W
authors.initials: RW
authors.lastname: Frick
authors.forename: Y S
authors.initials: YS
authors.lastname: Lee
mesh_terms: D000328:Adult; D001288:Attention; D003210:Concept Formation; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D008297:Male; D008570:Memory, Short-Term; D010364:Pattern Recognition, Visual; D011340:Problem Solving; D012691:Serial Learning