Role of prior knowledge in implicit and explicit learning of artificial grammars

Ziori, Eleni, Pothos, Emmanuel M and Dienes, Zoltan (2014) Role of prior knowledge in implicit and explicit learning of artificial grammars. Consciousness and Cognition, 28. pp. 1-16. ISSN 1053-8100

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Abstract

Artificial grammar learning (AGL) performance reflects both implicit and explicit processes and has typically been modeled without incorporating any influence from general world knowledge. Our research provides a systematic investigation of the implicit vs. explicit nature of general knowledge and its interaction with knowledge types investigated by past AGL research (i.e., rule- and similarity-based knowledge). In an AGL experiment, a general
knowledge manipulation involved expectations being either congruent or incongruent with training stimulus structure. Inconsistent observations paradoxically led to an advantage
in structural knowledge and in the use of general world knowledge in both explicit (conscious) and implicit (unconscious) cases (as assessed by subjective measures). The above findings were obtained under conditions of reduced processing time and impaired executive resources. Key findings from our work are that implicit AGL can clearly be affected by general knowledge, and implicit learning can be enhanced by the violation of
expectations.

Item Type: Article
Schools and Departments: School of Psychology > Psychology
Subjects: B Philosophy. Psychology. Religion
Depositing User: Lene Hyltoft
Date Deposited: 10 Jul 2015 08:26
Last Modified: 08 Mar 2017 07:07
URI: http://sro.sussex.ac.uk/id/eprint/55266

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