Effects of learning contexts on implicit and explicit learning.
Two parallel tasks involving rule learning were identified in Experiment 1A and were used to assess implicit and explicit learning. In both tasks, subjects had to input numbers in order to reach the target values of outputs. The relationship between inputs and outputs was either simple (in the simple task) or complex (in the complex task), and the way in which target values were presented could be in the form of either numbers (in the simple task) or lines (in the complex task). Experiment 1B examined the validity of the explicit measure in the complex task. Experiments 2-4 investigated the interaction between learning contexts and the simple/complex learning tasks. Verbalization and instructions to search for the rules facilitated the simple-task learning and hurt or have no effect on the complex-task learning. In the observational-learning condition, no learning occurred for the simple task, and the complex task learning was impaired. These results suggest that the complex task and simple task involve two distinct learning systems. Other implications are also discussed.
Lee
Y S
YS
Department of Psychology, Chinese University of Hong Kong, Shatin, New Territories, Hong Kong.
D000293:Adolescent; D000328:Adult; D001288:Attention; D002755:Choice Behavior; D003210:Concept Formation; D003657:Decision Making; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D011340:Problem Solving; D014705:Verbal Behavior