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

Transfer and Complexity in Artificial Grammar Learning

Gomez1

  • 1New Mexico State University, Las Cruces

Cognitive Psychology
|July 1, 1997
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

Lipid Emulsion Treatment for Ivermectin Toxicity In A Foal - A Response.

The Canadian veterinary journal = La revue veterinaire canadienne·2026
Same author

Serum Carotenoid Concentration Changes during Sexual Maturation in Farmed Rainbow Trout (Oncorhynchus mykiss).

Journal of agricultural and food chemistry·2001
Same author

Ozonation Products of Organosolvolytic Extracts from Vegetal Materials.

Journal of agricultural and food chemistry·2001
Same author

17. Utility of Metabolic Imaging in Oral Squamous Cell Carcinoma (SCC) Staging. Experience in 30 Patients.

Clinical positron imaging : official journal of the Institute for Clinical P.E.T·2001
Same author

Determination of the thermo-optic coefficients and the thermal conductivities of a ferrofluid-doped lyotropic nematic liquid crystal using a nonlinear optical technique

Physical review. E, Statistical physics, plasmas, fluids, and related interdisciplinary topics·2000
Same author

Synthesis and characterization of novel optically active polyarylene vinylenes with controlled effective conjugation length

The Journal of organic chemistry·2000
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

Implicit learning can occur without awareness for simple patterns. However, complex learning, like second-order dependencies and transfer, requires explicit knowledge for successful acquisition and understanding.

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Learning Sciences

Background:

  • Implicit and explicit learning mechanisms are fundamental to cognitive processes.
  • Learning complexity, abstractness, and transfer are key factors influencing these mechanisms.
  • Distinguishing between implicit and explicit knowledge acquisition remains a challenge.

Purpose of the Study:

  • To investigate the sensitivity of implicit learning to varying degrees of complexity and abstractness.
  • To determine when explicit knowledge becomes crucial in learning complex information.
  • To explore the role of explicit knowledge in the transfer of learned patterns.

Main Methods:

  • Three experiments were conducted using artificial grammar learning paradigms.
  • Methods included recognition and prediction tasks to assess knowledge access.

Related Experiment Videos

  • Stimulus presentation and response manipulations were employed to study sequence-based learning.

    • Main Results:

    • Simple learning (first-order dependencies) can occur implicitly, without awareness.
    • Complex learning (second-order dependencies, transfer) is significantly linked to explicit knowledge.
    • Knowledge of specific patterns (trigrams) in transfer stimuli is important for successful transfer.

    Conclusions:

    • Implicit learning is constrained by complexity; explicit knowledge is necessary for higher-order learning.
    • The findings contribute to understanding the interplay between implicit and explicit learning systems.
    • Results inform theories of learning mechanisms and knowledge representation.