Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Abstractionist and processing accounts of implicit learning.

T Johnstone1, D R Shanks

  • 1University College London, Gower Street, London WC1E 6BT, England.

Cognitive Psychology
|February 13, 2001
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Correction: The Open Anchoring Quest Dataset: Anchored Estimates from 96 Studies on Anchoring Effects.

Journal of open psychology data·2025
Same author

Hyperthyroid cats and their kidneys: a literature review.

Australian veterinary journal·2022
Same author

Update on feline alphaherpesvirus-1 seroprevalence in Victorian feral and owned cats.

Australian veterinary journal·2022
Same author

A clinical approach to multidrug-resistant urinary tract infection and subclinical bacteriuria in dogs and cats.

New Zealand veterinary journal·2019
Same author

Appraisal of the Australian Veterinary Prescribing Guidelines for antimicrobial prophylaxis for surgery in dogs and cats.

Australian veterinary journal·2019
Same author

Seven cases of probable endotoxin poisoning related to contaminated glutathione infusions.

Epidemiology and infection·2018
Same journal

Sublexical semantic decoding during incidental novel word learning in natural Chinese reading.

Cognitive psychology·2026
Same journal

Seeing, hearing, and feeling causation.

Cognitive psychology·2026
Same journal

Separating decision and motor contributions to behavioral biases induced by manipulating stimulus probability.

Cognitive psychology·2026
Same journal

Congruency drives "conflict adaptation" independent of conflict: Converging evidence from behavior and computational modeling.

Cognitive psychology·2026
Same journal

Corrigendum to "Network analyses identify critical factors for facilitating future-oriented decision-making" [Cogn. Psychol. 165 (2026) 101815].

Cognitive psychology·2026
Same journal

The time course of local coherence effects in German: Evidence from self-paced reading times and event-related potentials.

Cognitive psychology·2026
See all related articles

Memorization in artificial grammar learning relies on fragment knowledge, not rules or exemplars. Hypothesis-testing leads to near-perfect performance by processing rule structures, supporting episodic learning accounts.

Area of Science:

  • Cognitive Psychology
  • Artificial Intelligence
  • Computational Linguistics

Background:

  • Artificial grammar learning (AGL) investigates how humans learn complex systems.
  • Understanding the cognitive processes underlying AGL is crucial for explaining implicit and explicit learning.

Purpose of the Study:

  • To evaluate the distinct contributions of rule, exemplar, fragment, and episodic knowledge in AGL.
  • To compare the effectiveness of memorization versus hypothesis-testing training paradigms.

Main Methods:

  • Five experiments used letter strings generated from a biconditional grammar.
  • Trained participants using either memorization or hypothesis-testing methods.
  • Assessed performance based on grammatical classification of test items.

Related Experiment Videos

Main Results:

  • Memorization training did not yield rule abstraction or exemplar encoding.
  • Memorizers primarily used fragment knowledge, resulting in chance performance.
  • Hypothesis-testing training enabled near-perfect classification by rule processing.

Conclusions:

  • Episodic processing accounts for both implicit and explicit learning in AGL.
  • Hypothesis-testing is a more effective strategy for learning grammatical structures than memorization.