Goal relevance and artificial grammar learning.
This investigation used a newly developed artificial grammar learning (AGL) paradigm in which participants were exposed to sequences of stimuli that varied in two dimensions (colours and letters) that were superimposed on each other. Variation within each dimension was determined by a different grammar. The results of two studies strongly suggest that implicit learning in AGL depends on the goal relevance of the to-be-learned dimension. Specifically, when only one of the two stimulus dimensions was relevant for their task (Experiment 1) participants learned the structure underlying the relevant, but not that of the irrelevant dimension. However, when both dimensions were relevant, both structures were learned (Experiment 2). These findings suggest that implicit learning occurs only in dimensions to which we are attuned. Based on the present results and on those of Eitam, Hassin, and Schul (2008) we suggest that focusing on goal relevance may provide new insights into the mechanisms underlying implicit learning.
Eitam
Baruch
B
The Hebrew University, Jerusalem, Israel. baruch.eitam@mail.huji.ac.il
Schul
Yaacov
Y
Hassin
Ran R
RR
D000328:Adult; D000704:Analysis of Variance; D001288:Attention / Q000502:physiology*; D003210:Concept Formation / Q000502:physiology*; D005260:Female; D006040:Goals; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual; D011578:Psycholinguistics; D011930:Reaction Time / Q000502:physiology; D012660:Semantics; D014706:Verbal Learning / Q000502:physiology*; D055815:Young Adult