Journal
PSYCHONOMIC BULLETIN & REVIEW
Volume 8, Issue 4, Pages 798-805Publisher
PSYCHONOMIC SOC INC
DOI: 10.3758/BF03196220
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Funding
- NIA NIH HHS [R37 AG15450, R37 AG02751] Funding Source: Medline
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Trying to learn sometimes impairs implicit learning of artificial grammars and of control systems. We asked whether such negative effects of trying also occur in implicit learning of subtle sequential regularities and whether such effects vary with adult age. Young (n = 12, age = 20-23) and older (n = 24, age = 60-80) adults completed an alternating serial response time task in which predictable pattern events alternated with random ones in a visual/spatial display. Half of the participants were informed about the pattern and were instructed to try to discover it (intentional instructions), and half were not (incidental instructions). Age-related deficits in implicit learning occurred for both conditions. In addition, for the older group, but not for the younger one, intentional instructions impaired implicit pattern learning. This negative effect of trying to learn demonstrates another similarity among implicit learning tasks, supporting the view that some common processes underlie different forms of implicit learning.
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