Nissen, M.J. & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.  Home/Search   Document Not in Database   Summary   Related Articles   Check

....output: Practice selectively influenced ability to control the system, whereas verbal explanations about how the system works selectively influenced ability to answer questions. Today, a third paradigm sequence learning has become dominant in the investigation of implicit learning. Nissen and Bullemer (1987) first demonstrated that subjects asked to respond as fast and as accurately as possible to a series of visual events progressively learned about the sequential structure of the stimulus sequence in spite of showing little evidence of being aware that the material contained structure. Numerous ....

Nissen, M.J. & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.

....On each trial, subjects see a stimulus that appears at one of several locations on a computer screen and are asked to press as fast and as accurately as possible on the key corresponding to its current location. Unknown to them, the sequence 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 ....

Nissen, M. J., & Bullemer, P. (1987). Attentional requirement of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.

.... report on the sequence or to perform well in other direct tests such as generation, where subjects are asked to predict the next 3 The author is a Research Associate of the National Fund for Scientific Research (Belgium) stimulus instead of reacting to the current one (e.g. Cleeremans, 1993a; Nissen Bullemer, 1987). Implicit learning is assumed to have a number of features that distinguish it from explicit learning. However, because the existence and nature of implicit learning is controversial, there is currently no agreement in the field about which features have been empirically established. For ....

Nissen, M.J. & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1--32.

....structure through differences in their reaction time to stimuli that are or are not predictable based on the temporal context. In typical sequence learning situations, participants are asked to react to each element of sequentially structured and typically visual sequences of events (e.g. Nissen Bullemer, 1987). Several versions of this basic paradigm can be distinguished. In rule based paradigms, sequences either conform or fail to conform to an abstract rule that describes permissible transitions between successive stimuli. Rule based paradigms can in turn involve either deterministic (e.g. Lewicki, ....

.... rules, as when the stimulus material is generated based on the output of finite state grammars (e.g. Cleeremans, 1993) By contrast, in the more common simple repeating sequence paradigm, a single sequence containing fixed regularities is repeated many times to produce the training set (e.g. Nissen Bullemer, 1987). A perennial question in this context is to determine exactly what people learn about when exposed to sequentially structured stimulus material. Perhaps unsurprisingly, it is often the case that several different accounts are partially or completely consistent with the data. Consider for ....

Nissen, M.J. & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.

....Thus, on each trial, the stimulus could appear at any screen location, but some locations were more likely than others depending on the previous sequence of stimuli. By comparing reaction times on predictable and unpredictable trials, Cleeremans and McClelland (along with many others, e.g. Nissen Bullemer, 1987) showed that in this kind of situation, participants exhibit detailed sensitivity to the sequential constraints embedded in the stimulus material. Participants tended to be much slower in responding to stimuli that were inconsistent with the previous sequence (i.e. stimuli that had a low ....

Nissen, M.J. & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1--32.

.... elementary learning processes, particularly in the context of implicit learning research (see Berry Dienes, 1993; Cleeremans, 1993 for reviews) In typical sequence learning situations, participants are asked to react to each element of sequentially structured visual sequences of events (e.g. Nissen Bullemer, 1987). There is now a large literature showing that human subjects can exhibit very detailed sensitivity to the sequential constraints present in the material through the differences in their reaction time to stimuli that are or are not predictable based on the temporal context set by previous elements ....

Nissen, M.J. & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology,19,1-32.

....a priori declarative knowledge and without being able to verbalize the rules they used to perform the task. This indicates that procedural skills are not necessarily accompanied by explicit declarative knowledge, which would not be the case if top down learning is the only way to acquire skill. Nissen and Bullemer (1987) and Willingham et al. (1989) similarly demonstrate that procedural knowledge is not always preceded by declarative knowledge in human learning, and show that declarative and procedural learning are not necessarily correlated. There are even indications that explicit knowledge may arise from ....

.... On the other hand, when an individual is distracted by a secondary (explicit) task, his her top level mechanisms may be less active in relation to the primary task (i.e. he she becomes more implicit, because this manipulation a ects explicit processes more than implicit processes; Stadler 1995, Nissen and Bullemer 1987, Szymanski and MacLeod 1996; see section 3) In addition to the two levels, we also include an instance (or episodic) memory which stores recent experiences in the form of input, output, result (i.e. stimulus, response, and consequence) that are recency ltered (see section 3.2 for further ....

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M. Nissen and P. Bullemer, (1987). Attentional requirements of learning: evidence from performance measures. Cognitive Psychology. 19, 1-32.

.... in sequences of stimuli presented in a choice reaction setting despite remaining unable to report on the sequence or to perform well in other direct tests such as generation, where participants are asked to predict the next stimulus instead of reacting to the current one (e.g. Cleeremans, 1993a; Nissen Bullemer, 1987, Jim nez, Mend z Cleeremans, in press) Implicit learning is assumed to have a number of features that distinguish it from explicit learning. However, because the existence and nature of implicit learning is controversial, there is currently no agreement in the field about which features have ....

Nissen, M.J. & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.

.... intentions to learn and largely independently of conscious knowledge about what was learned (Reber, 1989) This process has been explored in a wide variety of experimental contexts including artificial grammar learning (Reber 1967, 1989) patterned sequence learning (Lewicki, Hill, Bizot, 1988; Nissen Bullemer, 1987; Cleeremans McClelland, in press) concept formation (Brooks, 1978) probability learning (Reber Millward, 1968, 1971) and process control of simulated manufacturing plants (Berry Broadbent, 1984) In all cases subjects learn to make decisions, classify novel stimuli, anticipate events, ....

Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning : Evidence from performance measures. Cognitive Psychology, 19, 1-32.

.... regularities contained in sequences of stimuli presented in a choice reaction setting despite remaining unable to report on the sequence or to perform well in other direct tests such as generation, where subjects are asked to predict the next stimulus instead of reacting to the current one (e.g. Nissen Bullemer, 1987). Despite this wealth of research, little progress has been accomplished on what is arguably the defining feature of implicit learning, that is, that it produces knowledge that is independent from conscious experience and awareness. As Shanks and StJohn (in press) discuss at length, the basic ....

....to subjects. To assess awareness, CRT performance is typically compared to performance in a subsequent prediction task, in which subjects have to perform the same discriminations in the same task context, but directly, that is, by explicitly stating what they think the next stimulus will be (e.g. Nissen Bullemer, 1987). We believe that this set up fulfills both of R M s conditions, even though some authors (e.g. Perruchet Amorim, 1992) have argued that the standard generation task fails to be sensitive enough to explicit knowledge. The alternative tests they propose, however, appear to be more contextually ....

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Nissen, M.J. & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures.

....task is performed concurrently with the sequence learning task. Introduction In recent years, sequence learning in choice reaction settings has elicited considerable interest as a vehicle to study implicit information processing (e.g. Cleeremans McClelland, 1991; Lewicki, Hill, Bizot, 1988; Nissen and Bullemer, 1987; Perruchet, Amorim, 1992) In such tasks, subjects are presented with a visuo spatial choice reaction task, but, unknown to them, the sequence of successive stimuli is structured, so that the uncertainty about the next event may be reduced based on the constraints set by previous events. ....

Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.

....Thus on each trial, the stimulus could appear at any screen location, but some locations were more likely than others depending on the previous sequence of stimuli. By comparing reaction times on predictable and unpredictable trials, Cleeremans and McClelland (along with many others, e.g. Nissen Bullemer, 1987) showed that in this kind of situation, participants exhibit detailed sensitivity to the sequential constraints embedded in the stimulus material. Participants tended to be much slower in responding to stimuli that were inconsistent with the previous sequence (i.e. stimuli that had a low ....

Nissen, M.J. & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19,1--32.

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Nissen, M.J. and Bullemer, P. (1987) Attentional requirement of learning: evidence from performance measures Cognit. Psychol. 19,

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