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 Concept Videos

Implicit Memories01:24

Implicit Memories

Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...
Dissociative Disorders01:27

Dissociative Disorders

Dissociative disorders represent complex psychological conditions characterized by disruptions in consciousness, memory, identity, or perception. These disruptions cause individuals to experience a disconnection from their thoughts, emotions, and memories. The phenomenon is not merely an occasional lapse in attention but a profound alteration in mental functioning that can severely impact daily life.
Dissociative Fugue
A hallmark feature of dissociative disorders is the dissociative fugue...
Dissociative Amnesia01:21

Dissociative Amnesia

Dissociative amnesia is a complex psychological condition that manifests as an inability to recall personal information, often tied to traumatic or stressful events. Unlike general amnesia, individuals with this condition retain the ability to perform routine activities and procedural tasks, such as operating a phone or navigating public transportation, yet experience profound gaps in autobiographical memory. These lapses may encompass significant life events, such as suicide attempts or...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Subconsciousness and No Awareness01:15

Subconsciousness and No Awareness

The concept of subconscious awareness refers to the processing of information below the level of conscious thought, which significantly influences both behaviors and decisions. It is also known as waking subconscious awareness. This complex level of cognition operates without the direct awareness of the individual, facilitating rapid and simultaneous handling of multiple information streams.
An illustrative example of subconscious processing is its role in problem-solving. Often, individuals...
Explicit Memories01:27

Explicit Memories

Explicit memories, also known as declarative memories, are consciously remembered, recalled, and reported. Studying for a chemistry exam involves material that will become part of explicit memory. There are two types of explicit memory: episodic and semantic.
Episodic memory contains information about personally experienced events and is reported as a story. An example of episodic memory is recalling a birthday celebration. This type of memory includes the what, where, and when of an event, as...

You might also read

Related Articles

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

Sort by
Same author

ADHD-Like Traits Reshape the Balance Between Inhibitory Control and Predictive Processes.

Journal of attention disorders·2026
Same author

Social cues for experimenter incompetence influence choice blindness.

Consciousness and cognition·2025
Same author

States of mind: Towards a common classification of mental states.

Consciousness and cognition·2025
Same author

Sequence-dependent predictive coding during the learning and rewiring of skills.

Cerebral cortex (New York, N.Y. : 1991)·2025
Same author

Enhancing retrieval capacity of the predictive brain through dorsolateral prefrontal cortex intervention.

Cerebral cortex (New York, N.Y. : 1991)·2025
Same author

Identifying Transfer Learning in the Reshaping of Inductive Biases.

Open mind : discoveries in cognitive science·2024
Same journal

The Rhythmic Embodied Perception Framework of breath, brain, and perception.

Neuroscience of consciousness·2026
Same journal

Temporal recalibration in schizophrenia: a compensatory timing trap?

Neuroscience of consciousness·2026
Same journal

Aidification of the self: a phenomenological approach to machine consciousness through human-robot 'between-ness'.

Neuroscience of consciousness·2026
Same journal

Confidence in naturalistic decision making.

Neuroscience of consciousness·2026
Same journal

A caveat regarding the unfolding argument: implications of plasticity.

Neuroscience of consciousness·2026
Same journal

Contrasting predictive coding and representational accounts of perceptual organization, stimulus predictability, and attentional modulation in the visual cortical hierarchy.

Neuroscience of consciousness·2026
See all related articles
  1. Home
  3. A Non-verbal Process Dissociation Procedure To Disentangle Explicit From Implicit Sequence Learning.
  1. Home
  3. A Non-verbal Process Dissociation Procedure To Disentangle Explicit From Implicit Sequence Learning.

Related Experiment Video

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

A non-verbal process dissociation procedure to disentangle explicit from implicit sequence learning.

Raphaëlle Malassis1,2, Laura Moscado2, Jérôme Sackur2,3

  • 1Centre de Recherche en Neurosciences de Lyon (CRNL), INSERM U1028, CNRS UMR5292, Université Claude Bernard Lyon 1, Neurocampus, 95 Bd Pinel, 69500 Bron, France.

Neuroscience of Consciousness
|June 10, 2026

View abstract on PubMed

Summary
This summary is machine-generated.

This study presents a non-verbal method to assess implicit and explicit learning, finding awareness is key for controlling sequence reproduction. This new approach helps study learning in diverse populations, including children and animals.

Keywords:
PDPSRTSerial Reaction Time taskcomparativelearning

More Related Videos

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies
05:22

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies

Published on: May 9, 2019

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories
08:53

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

Related Experiment Videos

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies
05:22

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies

Published on: May 9, 2019

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories
08:53

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Learning Sciences

Background:

  • Implicit and explicit learning are crucial cognitive processes.
  • Existing methods often rely on verbal instructions, limiting research scope.
  • Disentangling implicit from explicit learning requires non-verbal assessment tools.

Purpose of the Study:

  • To validate a non-verbal adaptation of the Process Dissociation Procedure (PDP).
  • To assess implicit and explicit sequence knowledge without verbal instructions.
  • To investigate the role of awareness in sequence reproduction control.

Main Methods:

  • A non-verbal version of the PDP was developed, removing explicit instructions.
  • Participants learned spatial regularities through trial and error.
  • Performance was assessed by contrasting inclusion and exclusion conditions, followed by a verbal report.

    • Main Results:

    • High performance in sequence reproduction correlated with verbal awareness of task rules and sequences.
    • Participants lacking awareness performed at chance level.
    • Awareness was demonstrated as necessary for explicit control over sequence reproduction.

    Conclusions:

    • The non-verbal PDP effectively distinguishes between implicit and explicit learning.
    • Awareness is a critical factor for explicit sequence learning and control.
    • This method offers a valuable tool for studying learning in non-verbal populations.