Relational learning with and without awareness: transitive inference using nonverbal stimuli in humans.
Learning complex relationships among items and representing them flexibly have been shown to be highly similar in function and structure to conscious forms of learning. However, it is unclear whether conscious learning is essential for the exhibition of flexibility in learning. Successful performance on the transitive inference task requires representational flexibility. Participants learned four overlapping premise pairs (A > B, B > C, C > D, D > E) that could be encoded separately or as a sequential hierarchy (A > B > C > D > E). Some participants (informed) were told prior to training that the task required an inference made from premise pairs. Other participants (uninformed) were told simply that they were to learn a series of pairs by trial and error. Testing consisted of unreinforced trials that included the non-adjacent pair, B versus D, to assess capacity for transitive inference. Not surprisingly, those in the informed condition outperformed those in the uninformed condition. After completion of training and testing, uninformed participants were given a postexperimental questionnaire to assess awareness of the task structure. In contrast with expectations, successful performance on the transitive inference task for uninformed participants does not depend on or correlate with postexperimental awareness. The present results suggest that relational learning tasks do not necessarily require conscious processes.
Greene
A J
AJ
University of Virginia, Charlottesville 22908-0420, USA.
Spellman
B A
BA
Dusek
J A
JA
Eichenbaum
H B
HB
Levy
W B
WB
D000328:Adult; D001364:Awareness; D003071:Cognition; D003210:Concept Formation; D005260:Female; D006801:Humans; D007600:Judgment; D007721:Knowledge of Results, Psychological; D007858:Learning; D008297:Male; D010364:Pattern Recognition, Visual