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Studying Different Tasks of Implicit Learning across Multiple Test Sessions Conducted on the Web.
Werner Sævland1, Elisabeth Norman1
1Department of Psychosocial Science, Faculty of Psychology, University of Bergen Bergen, Norway.
Frontiers in Psychology
|July 5, 2016
Summary
This study compared implicit learning on two tasks, finding that multiple sessions improved performance on the Alternating Serial Reaction Time (ASRT) task but not the Dynamic System Control (DSC) task.
Area of Science:
- Cognitive Psychology
- Neuroscience
Background:
- Implicit learning research typically uses single tasks in lab settings.
- Ecological validity is limited by short study durations and artificial environments.
Purpose of the Study:
- To investigate the relationship between implicit learning on the Dynamic System Control (DSC) and Alternating Serial Reaction Time (ASRT) tasks.
- To examine the impact of single versus multiple sessions on implicit learning using a web-based system.
Main Methods:
- Developed an online system for administering DSC and ASRT tasks.
- Assigned 66 participants to single or multiple session conditions.
- Measured learning and conscious awareness of regularities.
Main Results:
- Both tasks showed evidence of implicit learning with limited conscious awareness.
- Multiple sessions enhanced ASRT performance but did not affect DSC performance.
- Learning on the DSC and ASRT tasks was not correlated.
Conclusions:
- Implicit learning mechanisms may differ between tasks and be sensitive to spaced learning.
- Web-based, multi-session designs can improve the ecological validity of implicit learning studies.
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