The Role of In-Group and Out-Group Facial Feedback in Implicit Rule Learning
Implicit learning refers to the fact that people acquire new knowledge (structures or rules) without conscious awareness. Previous studies have shown that implicit learning is affected by feedback. However, few studies have investigated the role of social feedback in implicit learning concretely. He...
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MDPI AG
2023-11-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/13/12/963 |
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| author | Meijun Ou Wenjie Peng Wenyang Zhang Muxin Ouyang Yiling Liu Keming Lu Xiangyan Zeng Jie Yuan |
| author_facet | Meijun Ou Wenjie Peng Wenyang Zhang Muxin Ouyang Yiling Liu Keming Lu Xiangyan Zeng Jie Yuan |
| author_sort | Meijun Ou |
| collection | DOAJ |
| description | Implicit learning refers to the fact that people acquire new knowledge (structures or rules) without conscious awareness. Previous studies have shown that implicit learning is affected by feedback. However, few studies have investigated the role of social feedback in implicit learning concretely. Here, we conducted two experiments to explore how in-group and out-group facial feedback impact different difficulty levels of implicit rule learning. In Experiment 1, the Chinese participants in each group could only see one type of facial feedback, i.e., either in-group (East Asian) or out-group (Western) faces, and learned the implicit rule through happy and sad facial expressions. The only difference between Experiment 2 and Experiment 1 was that the participants saw both the in-group and out-group faces before group assignment to strengthen the contrast between the two group identities. The results showed that only in Experiment 2 but not Experiment 1 was there a significant interaction effect in the accuracy of tasks between the difficulty levels and groups. For the lowest difficulty level, the learning accuracy of the in-group facial feedback group was significantly higher than that of the out-group facial feedback group, whereas this did not happen at the two highest levels of difficulty. In conclusion, when the contrast of group identities was highlighted, out-group feedback reduced the accuracy of the least difficult task; on the contrary, there was no accuracy difference between out-group and in-group feedback conditions. These findings have extensively important implications for our understanding of implicit learning and improving teaching achievement in the context of educational internationalization. |
| first_indexed | 2024-03-08T21:00:05Z |
| format | Article |
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| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-08T21:00:05Z |
| publishDate | 2023-11-01 |
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| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-d0e8a681e76d4eb29d853fc7cead1d8c2023-12-22T13:53:38ZengMDPI AGBehavioral Sciences2076-328X2023-11-01131296310.3390/bs13120963The Role of In-Group and Out-Group Facial Feedback in Implicit Rule LearningMeijun Ou0Wenjie Peng1Wenyang Zhang2Muxin Ouyang3Yiling Liu4Keming Lu5Xiangyan Zeng6Jie Yuan7School of Psychology, South China Normal University, Guangzhou 510631, ChinaSchool of Psychology, South China Normal University, Guangzhou 510631, ChinaSchool of Psychology, South China Normal University, Guangzhou 510631, ChinaPsychology Department, Skidmore College, Saratoga Springs, NY 12866, USASchool of Psychology, South China Normal University, Guangzhou 510631, ChinaSchool of Psychology, South China Normal University, Guangzhou 510631, ChinaSchool of Psychology, South China Normal University, Guangzhou 510631, ChinaSchool of Psychology, South China Normal University, Guangzhou 510631, ChinaImplicit learning refers to the fact that people acquire new knowledge (structures or rules) without conscious awareness. Previous studies have shown that implicit learning is affected by feedback. However, few studies have investigated the role of social feedback in implicit learning concretely. Here, we conducted two experiments to explore how in-group and out-group facial feedback impact different difficulty levels of implicit rule learning. In Experiment 1, the Chinese participants in each group could only see one type of facial feedback, i.e., either in-group (East Asian) or out-group (Western) faces, and learned the implicit rule through happy and sad facial expressions. The only difference between Experiment 2 and Experiment 1 was that the participants saw both the in-group and out-group faces before group assignment to strengthen the contrast between the two group identities. The results showed that only in Experiment 2 but not Experiment 1 was there a significant interaction effect in the accuracy of tasks between the difficulty levels and groups. For the lowest difficulty level, the learning accuracy of the in-group facial feedback group was significantly higher than that of the out-group facial feedback group, whereas this did not happen at the two highest levels of difficulty. In conclusion, when the contrast of group identities was highlighted, out-group feedback reduced the accuracy of the least difficult task; on the contrary, there was no accuracy difference between out-group and in-group feedback conditions. These findings have extensively important implications for our understanding of implicit learning and improving teaching achievement in the context of educational internationalization.https://www.mdpi.com/2076-328X/13/12/963implicit learningsocial feedbackfacial expressionin-groupout-group |
| spellingShingle | Meijun Ou Wenjie Peng Wenyang Zhang Muxin Ouyang Yiling Liu Keming Lu Xiangyan Zeng Jie Yuan The Role of In-Group and Out-Group Facial Feedback in Implicit Rule Learning Behavioral Sciences implicit learning social feedback facial expression in-group out-group |
| title | The Role of In-Group and Out-Group Facial Feedback in Implicit Rule Learning |
| title_full | The Role of In-Group and Out-Group Facial Feedback in Implicit Rule Learning |
| title_fullStr | The Role of In-Group and Out-Group Facial Feedback in Implicit Rule Learning |
| title_full_unstemmed | The Role of In-Group and Out-Group Facial Feedback in Implicit Rule Learning |
| title_short | The Role of In-Group and Out-Group Facial Feedback in Implicit Rule Learning |
| title_sort | role of in group and out group facial feedback in implicit rule learning |
| topic | implicit learning social feedback facial expression in-group out-group |
| url | https://www.mdpi.com/2076-328X/13/12/963 |
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