Is Implicit Learning Really Unconscious?
Implicit learning is distinct from mere incidental learning, where knowledge is acquired in the absence of instructions or intention to learn, but the person is conscious of what he or she has learned (Eysenck, 1982). The critical feature of implicit learning is that it is unconscious, in the sense that the subjects are unaware of what they have learned. Documenting dissociations between explicit and implicit learning, then, is a somewhat tricky business. Many studies do not give a great deal of detail about the methods by which subjects conscious knowledge was assessed, but it is probably not enough merely to ask subjects in the artificial-grammar experiments to describe the rule that governs the letter strings, and count them as “unconscious” when they fail to do so. In the first place, unless the test stimuli are very carefully constructed, even partial awareness of the rule that the first letter must be either a P or a T, for example, may be enough to permit subjects to discriminat
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