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Related Experiment Videos

Evaluating the relationship between explicit and implicit knowledge in a sequential reaction time task.

D R Shanks1, T Johnstone

  • 1Department of Psychology, University College London, England. d.shanks@ucl.ac.uk

Journal of Experimental Psychology. Learning, Memory, and Cognition
|December 22, 1999
PubMed
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Knowledge acquired during perceptual-motor skill learning is consciously accessible. Participants demonstrated full awareness of learned sequences on objective tests, challenging the notion of purely unconscious implicit knowledge.

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Motor Learning

Background:

  • Perceptual-motor skills are crucial for daily activities.
  • The role of conscious versus unconscious knowledge in skill acquisition remains debated.
  • Implicit knowledge is typically defined as information unavailable to conscious awareness.

Purpose of the Study:

  • To investigate whether knowledge acquired during a simple perceptual-motor task is unconsciously held.
  • To determine the extent of conscious accessibility of sequence knowledge.
  • To explore the relationship between implicit and explicit memory in motor learning.

Main Methods:

  • Participants learned a 4-choice reaction time (RT) task with a repeating 12-element sequence.
  • Indirect tests assessed sequence knowledge acquisition by measuring RT changes.

Related Experiment Videos

  • Objective free-generation and recognition tests evaluated conscious access to the learned sequence.

    • Main Results:

    • Participants acquired knowledge of the sequence, evidenced by RT changes when the sequence was altered.
    • Sequence knowledge was fully accessible on objective free-generation and recognition tests.
    • Perceptual-motor fluency did not solely explain recognition performance, suggesting conscious recall.

    Conclusions:

    • Knowledge acquired during simple perceptual-motor skill learning appears to be consciously accessible.
    • The findings question the strict dichotomy between implicit (procedural) and explicit (declarative) knowledge in this context.
    • Further research is needed to fully understand the interplay of conscious and unconscious processes in motor skill acquisition.