Implicit learning in vision and audition: Evidence for an a-modal learning mechanism

In this research paper, the researcher’s intention was to design an instrument that is able to measure learning under two different conditions: explicit and implicit learning. Exploring explicit and implicit learning is gaining more and more attention nowadays in the field of second language acquisition (SLA). The Quantitative method was used in this study to investigate which learning mechanism proves to be more efficient in the selected sample. The present study involved Hungarian technical school, secondary school, and university students from Budapest (N = 40) who participated in completing an Artificial Grammar Learning (AGL) task. The most important finding of the present research endeavour is that implicit learning has proven to be more effective than explicit learning in the case of the selected participants and this was a statistically significant finding. The pedagogical implication of this study is that the effectiveness of implicit learning should be reconsidered by EFL teachers in Hungary.

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Learning to Judge a Book by Its Cover: Rapid Acquisition of Facial Stereotypes

10.31234/osf.io/z5rdx ◽

2021 ◽

Author(s):

Kaowei Chua ◽

Jonathan B. Freeman

Keyword(s):

Implicit Learning ◽

Current Work ◽

Facial Features ◽

Hiring Decisions ◽

Learning Mechanism ◽

Rapid Acquisition ◽

Brief Training ◽

The Creation ◽

Facial Trustworthiness

People are able to quickly and automatically evaluate faces on different traits, such as trustworthiness. There is a growing literature demonstrating that factors such as learning and experience play a role in shaping these judgments. In the current work, we assess the malleability of our trait evaluations by associating arbitrary facial features with trustworthy or untrustworthy behaviors. Across five studies, we demonstrate that this learning can impact trait evaluation and effectively form novel facial stereotypes, which exert effects on evaluations as strong as intrinsic facial trustworthiness. With only a brief training, participants’ rapidly acquired novel facial stereotypes, which were activated automatically and early on in processing, and which biased participants’ trust behavior and hiring decisions. These results suggest that our trait evaluations of faces are shaped by an implicit learning mechanism that abstracts the co-occurrence between facial features and trait-related behaviors, resulting in the creation of novel facial stereotypes.

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L2 LEARNERS’ ADAPTATION TO AN L2 STRUCTURE THAT IS DIFFERENT FROM L1

Studies in Second Language Acquisition ◽

10.1017/s0272263121000620 ◽

2021 ◽

pp. 1-13

Author(s):

Heeju Hwang

Keyword(s):

Implicit Learning ◽

Argument Structure ◽

Syntactic Structure ◽

Learning Mechanism ◽

L2 Learners ◽

Matching Game ◽

Causative Structure ◽

Korean Learners ◽

Korean Learners Of English ◽

Cumulative Experience

Abstract The present study investigates how L2 learners adapt their production preferences following immediate and cumulative experience with a syntactic structure when an L2 structure differs from an L1 structure in terms of verb subcategorization frame and argument structure. Korean learners of English described causative events in English in a picture-matching game. The meaning of a causative sentence in English (e.g., Jen had her computer fixed) is expressed with an active transitive sentence in Korean (e.g., Jen-NOM computer-ACC fixed). The results demonstrated that both immediate and cumulative experience with a causative structure increased the likelihood of producing grammatical causative descriptions (e.g., Jen had her computer fixed), while decreasing the production of ungrammatical active transitive descriptions (e.g., Jen fixed her computer). The findings provide novel evidence that an implicit learning mechanism is involved in L2 learners’ processing and learning of an L2 structure that is different from L1.

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Structural priming in Spanish as evidence of implicit learning

Journal of Child Language ◽

10.1017/s0305000915000161 ◽

2015 ◽

Vol 43 (1) ◽

pp. 207-233 ◽

Cited By ~ 4

Author(s):

PERLA B. GÁMEZ ◽

PRIYA M. SHIMPI

Keyword(s):

Language Learning ◽

Implicit Learning ◽

Spanish Speakers ◽

Structural Priming ◽

Input Frequency ◽

Learning Mechanism ◽

Old Spanish ◽

Syntactic Form ◽

Spanish Speaking ◽

Priming Technique

ABSTRACTThis study uses a structural priming technique with young Spanish speakers to test whether exposure to a rare syntactic form in Spanish (fue-passive) would increase the production and comprehension of that form. In Study 1, 14 six-year-old Spanish speakers described pictures of transitive scenes. This baseline study revealed that fue-passives were virtually non-existent in children's spontaneous speech. Using the priming technique in Study 2, an additional 56 Spanish-speaking children were exposed to fue-passive or active picture descriptions; we varied whether children repeated the modeled form. With repetition, production of fue-passives increased past baseline usage. When not asked to repeat, comprehension and production of fue-passives was no different than chance. Results extend the existing literature by experimentally testing input effects on the production and comprehension of infrequently used constructions, further corroborating the relation between input frequency and language skill. Findings are consistent with the view that an implicit learning mechanism guides language learning.

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Patterns of Implicit Learning Below the Level of Conscious Knowledge

Journal of Psychophysiology ◽

10.1027/0269-8803/a000018 ◽

2010 ◽

Vol 24 (2) ◽

pp. 91-101 ◽

Cited By ~ 1

Author(s):

Juliana Yordanova ◽

Rolf Verleger ◽

Ullrich Wagner ◽

Vasil Kolev

Keyword(s):

Implicit Learning ◽

Explicit Knowledge ◽

Implicit Knowledge ◽

Knowledge Generation ◽

Sleep Stages ◽

Implicit Processing ◽

Implicit Processes ◽

Late Night ◽

On Line ◽

On Line Learning

The objective of the present study was to evaluate patterns of implicit processing in a task where the acquisition of explicit and implicit knowledge occurs simultaneously. The number reduction task (NRT) was used as having two levels of organization, overt and covert, where the covert level of processing is associated with implicit associative and implicit procedural learning. One aim was to compare these two types of implicit processes in the NRT when sleep was or was not introduced between initial formation of task representations and subsequent NRT processing. To assess the effects of different sleep stages, two sleep groups (early- and late-night groups) were used where initial training of the task was separated from subsequent retest by 3 h full of predominantly slow wave sleep (SWS) or rapid eye movement (REM) sleep. In two no-sleep groups, no interval was introduced between initial and subsequent NRT performance. A second aim was to evaluate the interaction between procedural and associative implicit learning in the NRT. Implicit associative learning was measured by the difference between the speed of responses that could or could not be predicted by the covert abstract regularity of the task. Implicit procedural on-line learning was measured by the practice-based increased speed of performance with time on task. Major results indicated that late-night sleep produced a substantial facilitation of implicit associations without modifying individual ability for explicit knowledge generation or for procedural on-line learning. This was evidenced by the higher rate of subjects who gained implicit knowledge of abstract task structure in the late-night group relative to the early-night and no-sleep groups. Independently of sleep, gain of implicit associative knowledge was accompanied by a relative slowing of responses to unpredictable items suggesting reciprocal interactions between associative and motor procedural processes within the implicit system. These observations provide evidence for the separability and interactions of different patterns of processing within implicit memory.

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