Interacting Effects of Instructions and Presentation Rate on Visual Statistical Learning
The statistical regularities of a sequence of visual shapes can be learned incidentally. Arciuli et al. (2014) recently argued that intentional instructions only improve learning at slow presentation rates as they favor the use of explicit strategies. The aim of the present study was (1) to test thi...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2015-11-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.01806/full |
| _version_ | 1811255924823687168 |
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| author | Julie eBertels Arnaud eDestrebecqz Ana eFranco |
| author_facet | Julie eBertels Arnaud eDestrebecqz Ana eFranco |
| author_sort | Julie eBertels |
| collection | DOAJ |
| description | The statistical regularities of a sequence of visual shapes can be learned incidentally. Arciuli et al. (2014) recently argued that intentional instructions only improve learning at slow presentation rates as they favor the use of explicit strategies. The aim of the present study was (1) to test this assumption directly by investigating how instructions (incidental vs. intentional) and presentation rate (fast vs. slow) affect the acquisition of knowledge and (2) to examine how these factors influence the conscious vs. unconscious nature of the knowledge acquired. To this aim, we exposed participants to four triplets of shapes, presented sequentially in a pseudo-random order, and assessed their degree of learning in a subsequent completion task that integrated confidence judgments. Supporting Arciuli et al.’s claim, participant performance only benefited from intentional instructions at slow presentation rates. Moreover, informing participants beforehand about the existence of statistical regularities increased their explicit knowledge of the sequences, an effect that was not modulated by presentation speed. These results support that, although visual statistical learning can take place incidentally and, to some extent, outside conscious awareness, factors such as presentation rate and prior knowledge can boost learning of these regularities, presumably by favoring the acquisition of explicit knowledge. |
| first_indexed | 2024-04-12T17:32:18Z |
| format | Article |
| id | doaj.art-9eca1dfba4f443c48a3dcfb652bf00e0 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T17:32:18Z |
| publishDate | 2015-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-9eca1dfba4f443c48a3dcfb652bf00e02022-12-22T03:23:06ZengFrontiers Media S.A.Frontiers in Psychology1664-10782015-11-01610.3389/fpsyg.2015.01806170474Interacting Effects of Instructions and Presentation Rate on Visual Statistical LearningJulie eBertels0Arnaud eDestrebecqz1Ana eFranco2Université libre de BruxellesUniversité libre de BruxellesUniversité libre de BruxellesThe statistical regularities of a sequence of visual shapes can be learned incidentally. Arciuli et al. (2014) recently argued that intentional instructions only improve learning at slow presentation rates as they favor the use of explicit strategies. The aim of the present study was (1) to test this assumption directly by investigating how instructions (incidental vs. intentional) and presentation rate (fast vs. slow) affect the acquisition of knowledge and (2) to examine how these factors influence the conscious vs. unconscious nature of the knowledge acquired. To this aim, we exposed participants to four triplets of shapes, presented sequentially in a pseudo-random order, and assessed their degree of learning in a subsequent completion task that integrated confidence judgments. Supporting Arciuli et al.’s claim, participant performance only benefited from intentional instructions at slow presentation rates. Moreover, informing participants beforehand about the existence of statistical regularities increased their explicit knowledge of the sequences, an effect that was not modulated by presentation speed. These results support that, although visual statistical learning can take place incidentally and, to some extent, outside conscious awareness, factors such as presentation rate and prior knowledge can boost learning of these regularities, presumably by favoring the acquisition of explicit knowledge.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.01806/fullimplicit learningConscious awarenessexplicit knowledgevisual statistical learningsubjective measures |
| spellingShingle | Julie eBertels Arnaud eDestrebecqz Ana eFranco Interacting Effects of Instructions and Presentation Rate on Visual Statistical Learning Frontiers in Psychology implicit learning Conscious awareness explicit knowledge visual statistical learning subjective measures |
| title | Interacting Effects of Instructions and Presentation Rate on Visual Statistical Learning |
| title_full | Interacting Effects of Instructions and Presentation Rate on Visual Statistical Learning |
| title_fullStr | Interacting Effects of Instructions and Presentation Rate on Visual Statistical Learning |
| title_full_unstemmed | Interacting Effects of Instructions and Presentation Rate on Visual Statistical Learning |
| title_short | Interacting Effects of Instructions and Presentation Rate on Visual Statistical Learning |
| title_sort | interacting effects of instructions and presentation rate on visual statistical learning |
| topic | implicit learning Conscious awareness explicit knowledge visual statistical learning subjective measures |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.01806/full |
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