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Related Experiment Video

Updated: Jan 28, 2026

Evidence-based Knowledge Synthesis and Hypothesis Validation: Navigating Biomedical Knowledge Bases via Explainable AI and Agentic Systems

Evidence-based Knowledge Synthesis and Hypothesis Validation: Navigating Biomedical Knowledge Bases via Explainable AI and Agentic Systems

Published on: June 13, 2025

Response-effects trigger the development of explicit knowledge.

Clarissa Lustig¹, Hilde Haider¹

¹University of Cologne, Department of Psychology, Richard-Strauss-Str. 2, 50931 Köln, Germany.

Acta Psychologica

|March 2, 2019

Summary

This summary is machine-generated.

Learning response effects before mapping them to specific actions enhances explicit knowledge development. This implicit learning process, particularly when unexpected, may trigger cognitive inference, aiding conscious awareness of response sequences.

Keywords:

Explicit knowledge Implicit learning Response-effect learning Serial reaction time task Unexpected events

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Area of Science:

Cognitive Psychology
Neuroscience

Background:

Implicit learning research indicates task-redundant response-effects can foster explicit knowledge.
The role of pre-learned effect sequences in shaping explicit versus implicit knowledge remains underexplored.

Purpose of the Study:

To investigate if learning a fixed sequence of task-irrelevant response-effects influences the development of explicit knowledge.
To determine if pre-learning effect sequences facilitates explicit knowledge of subsequent response-location mappings.

Main Methods:

Participants completed a serial reaction time task to learn a fixed sequence of response-effects, initially unmapped to responses.
Subsequently, a response-location sequence was introduced, and its explicit knowledge acquisition was assessed.

Main Results:

Participants successfully acquired implicit knowledge of the unmapped effect sequence.
Pre-learning the effect sequence significantly promoted the development of explicit knowledge regarding the response-location sequence.

Conclusions:

Learning task-irrelevant effect sequences can prime the cognitive system for explicit knowledge acquisition.
Findings support the Unexpected-Event hypothesis, suggesting unexpected agency enhances inference and explicit learning.