Flashcards
PSYC3207 - Implicit Learning
Cards in this deck (20)
- 1OutlineI. Definitions
II. The Iowa Gambling Task
III. Problems with verbal reports
IV. Alternative tests of awareness - 2Implicit learningA form of learning which is incidental and yield knowledge not available for conscious access
- 3Explicit learningA form of learning which is intentional and yields consiously-accessible knowledge
- 4Learning situationWe can learn something, which:
- can be manifest at a later time in a change in behaviour (riding bycyle)
- one is aware of and is and reportable (physics of motion) - 5Implicit vs explicit learningMany argue for distinction between implicit and explicit learning. But it is hard to test this as implicit knowledge is not consiously apprehended, thus cannot be asked directly.
- 6Iowa Gambling TaskA widely used decicion-making task, in which participants choose a card one each trial from on of 4 decks, which vary in their payoff distributionns.
- 7Bechara et al (1997)- earn as many money as possible
- probing awarness of task strucutre through questions
- 3 phases identified: pre-hunch, hunch and conceptual - 8Pre-hunchno conscious knowledge, but preference for good decks
- 9HunchPreference for the good decks, but low confidence and guessing
- 10Conceptualable to discriminate confidently which are the good / bad decks
- 11Claim by BecharaStudy gives evidence for implicit learning as selecting from the good decks in the pre-hunch phase happens, before being aware of the differences between the decks.
- 12Problems with verbal reports- Newell & Shanks (2014). vague and open-ended questions by Bechara
- porposed criteria:
reliability
immediate
sensitivity
relevance - 13Konstantinidis & Shanks (2014)- repeat IGT with more specific quesitons
- study shows the dangers of applying weak tests
- reveald that explicit task knowledge goes hand-in-hand - 14Alternative indices of awareness1. Intentional control / flexiblity
2. Objective tests - 15Intentional control / flexibilityBased on the idea that if knowldege is consious than it can be used flexibly, inhibited volutarily and applied to novel situation.
- 16Bayley et al (2005)- participants: controls / amnesics
- 8 object pairs presented
- task to choose the correct
- test: 16 objects together and sort
- amnesics: slowly learned the correct ones but could not sort them - 17Objective testsKnowledge guiding performance is unconsious if it is inaccessible on an "objective" test of awareness like recognition.
- 18Berry et al (2010)- line drawing for 250 msec
- blue and red colours
- task: attend only one colour
- test: implicit fragmentation and explicit old/new task
- results: recognition at chance - no evidence - 19Mitchell (2006)- line drawings for 1-3 sec for semantic judgement
- 17 years later: 12 re-tested
- original and new drawings at various levels of fragmentation
- task: name the object
- results: previously seen recognized at 56% of fragmentation, while unseen at 44% - 20Conclusion- weak tests of awareness
- little evidence of rpiming without recognition
- better evidence from intentional control / flexibility
- controversial effects and often not easy to replicate
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- PSYC3207 (Exam) Flashcards on PSYC3207 - Implicit Learning , created by Zsofi Dombi on 17/04/2018.
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- Zsofi Dombi
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