Curran, T., & Keele, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology : Learning, Memory and Cognition, 19, 189-202.  Home/Search   Document Not in Database   Summary   Related Articles   Check

.... of successive locations follows a repeating pattern (Nissen Bullemer, 1987) and participants learn this pattern, as showed by a progressive decrease of their reaction times, that increase dramatically when the sequential structure of the material is modified (Cohen, Ivry, Keele, 1990; Curran Keele, 1993; Reed Johnson, 1994) This learning, however, often fails to be expressed through verbal reports, Willingham, Nissen, Bullemer, 1989; Curran Keele, 1993) a dissociation that has led many authors to consider learning in this situation to be implicit. However, many of the relevant ....

.... their reaction times, that increase dramatically when the sequential structure of the material is modified (Cohen, Ivry, Keele, 1990; Curran Keele, 1993; Reed Johnson, 1994) This learning, however, often fails to be expressed through verbal reports, Willingham, Nissen, Bullemer, 1989; Curran Keele, 1993) a dissociation that has led many authors to consider learning in this situation to be implicit. However, many of the relevant studies have been criticized on methodological grounds that would be too long to review in this chapter (but see Cleeremans, Destrebecqz, Boyer, 1998 for a detailed ....

Curran, T., & Keele, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology : Learning, Memory and Cognition, 19, 189-202.

....memory systems, but in which some interactions between the two systems are allowed, and in which some processing resources are shared (e.g. Cleeremans, 1993b) Typically, these issues have been approached by placing subjects in dual task settings. For instance, Keele and his collaborators (e.g. Curran Keele, 1992) used sequential reaction time (SRT) tasks coupled with a secondary tonecounting task. The rationale of these experiments was to determine whether learning of the sequential structure of the stimulus material can still occur despite attentional resources being recruited by the secondary task. In ....

Curran, T. & Keele, S.W. (1992). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 189--202.

....have ascribed additional contrasting properties to either system. For instance, the implicit system has been assumed to be faster than the conscious learning system, to operate in parallel on many variables (e.g. Berry and Broadbent, 1984) or to be resilient to the lack of attentional resources (Curran Keele, 1993). In a way, then, this kind of theory is an elaboration of the modularity perspective (Fodor, 1983) Indeed, Fodor s theory assumes that besides a central processor that fetches information from different databases to process the problem at hand, there is a series of encapsulated modules that can ....

....independent and encapsulated learning subsystem characterized essentially by the fact that whatever it learns is not available to consciousness. Writings by Reber (e.g. Reber Lewis, 1977; see also Reber, 1989) by Lewicki and his collaborators (e.g. Lewicki, Czyzewska and Hoffman, 1987) or by Curran and Keele (1993) contain clear characterizations of implicit learning as involving such a separable learning system. For instance, Reber (1990) states that Specifically, implicit systems] a) ought to be fairly cleanly dissociable from explicit systems, b) should have perceptual and cognitive functions that ....

Curran, T., & Keele, S.W. (1993). Attentional and non-attentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 19: 189--202.

....general is never purely implicit or purely explicit. On the contrary, it is likely that most tasks that have been dubbed implicit do in fact involve to various degrees explicit strategies and knowledge. Goal directed, intentional processing cannot simply be turned off . Many recent studies (Curran Keele, 1993; Perruchet Amorim, 1992, Howard, Mutter, Howard, 1992) have begun to explore the effects of various factors relevant to the implicit explicit distinction on performance in implicit learning tasks. These factors are maybe best described as characteristics of explicit learning, that is, 1) ....

....knowledge to produce its responses. Thus, it instantiates the third theoretical position described above. To start exploring how well this kind of model is able to account for relevant sequence learning data, I compared its performance with that of human subjects in three experiments conducted by Curran and Keele (1993). In the next section, I describe these experiments and provide an empirical context for the simulation work described in the rest of this article. The Curran and Keele Studies Curran and Keele (1993) conducted four experiments that explore how implicit and explicit learning interact in a ....

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Curran, T., & Keele, S.W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 189-202.

....themselves at one point in their paper (section 1.1, 5) are independent. Second, this account fails to acknowledge that neither task performance nor tests of explicit knowledge are process pure (Merikle and Reingold, 1991) Explicit knowledge can demonstrably influence performance (e.g. Curran Keele, 1993), and knowledge acquired Awareness and abstraction are graded dimensions 2 during performance can similarly influence tests of explicit knowledge. Further, most tasks are presumably carried out using a mixture of strategies that range from mere memorization to active rule induction. Because of ....

Curran, T., & Keele, S.W. (1993). Attentional and non-attentional forms of sequence learning.

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Curran, T. and Keele, S.W. (1993) Attentional and nonattentional forms of sequence learning J. Exp. Psychol. Learn. Mem. Cognit. 19,

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