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Implicit Learning IMPLICIT LEARNING Can we learn without knowing we are learning? To what extent is our behavior influenced by things we fail to perceive? What is the relationship between conscious and unconscious cognition? Implicit Learning: 50 Years On tackles these key questions, fifty years after the publication of Arthur Reber’s seminal text. Providing an overview of recent developments in the field, the volume considers questions about the computational foundations of learning, alongside phenomena including conditioning, memory formation and consolidation, associative learning, cognitive development, and language learning. Featuring contributions from international researchers, the book uniquely integrates ‘Western’ thinking on implicit learning with insights from a rich Russian research tradition. This approach offers an excellent opportunity to contrast perspectives, to introduce new experimental paradigms, and to contribute to ongoing debates about the very nature of implicit learning. Implicit Learning: 50 Years On is essential reading for students and researchers of consciousness, specifically those interested in implicit learning. Axel Cleeremans is a research director with the Fund for Scientific Research (F.R.S.-FNRS), Belgium, and a professor of Cognitive Psychology at the Université libre de Bruxelles, where he directs the Center for Research in Cognition & Neuroscience and the ULB Neuroscience Institute. Viktor Allakhverdov is a prominent Russian psychologist and chairperson of the division of General Psychology, St. Petersburg State University. He is the author of more than 5 books on consciousness and the head of a research group that investigates implicit learning and unconscious cognition. Maria Kuvaldina is a postdoctoral researcher. She received her doctorate in cognitive psychology from St. Petersburg State University. Her research interests include mechanisms of attention and cognitive control. IMPLICIT LEARNING 50 Years On Edited by Axel Cleeremans, Viktor Allakhverdov, and Maria Kuvaldina First published 2019 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 52 Vanderbilt Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business 2019 selection and editorial matter, Axel Cleeremans, Viktor Allakhverdov, and Maria Kuvaldina; individual chapters, the contributors The right of Axel Cleeremans, Viktor Allakhverdov, and Maria Kuvaldina to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record has been requested for this book ISBN: 978-1-138-64429-8 (hbk) ISBN: 978-1-138-64430-4 (pbk) ISBN: 978-1-315-62890-5 (ebk) Typeset in Bembo by Swales & Willis Ltd, Exeter, Devon, UK CONTENTS Acknowledgements vii List of contributors viii Foreword xi Introduction 1 Axel Cleeremans, Viktor Allakhverdov, and Maria Kuvaldina 1 Implicit learning: history and applications 16 Paul J. Reber, Laura J. Batterink, Kelsey R. Thompson, and Ben Reuveni 2 The mind is deep 38 Axel Cleeremans 3 Consciousness, learning, and control: on the path to a theory 71 Viktor Allakhverdov, Margarita G. Filippova, Valeria A. Gershkovich, Valeriia Yu. Karpinskaia, Tanya V. Scott, and Natalia P. Vladykina 4 Implicit learning from one’s mistakes: the negative choice aftereffect 108 Maria Kuvaldina, Andrey A. Chetverikov, Alexandr S. Odainic, Margarita G. Filippova, and Natalia V. Andriyanova vi Contents 5 Can we play Space Invaders unconsciously? (A: probably not) 133 Estibaliz San Anton, Axel Cleeremans, and Arnaud Destrebecqz 6 Can unconscious structural knowledge be strategically controlled? 159 Elisabeth Norman, Ryan B. Scott, Mark C. Price, Emma Jones, and Zoltan Dienes 7 Abstraction in sequence learning 174 Ferenc Kemény and Ágnes Lukács 8 The verbalization effect on implicit learning 189 Nadezhda V. Moroshkina, Ivan I. Ivanchei, Anatolii D. Karpov, and Irina Ovchinnikova 9 Focusing on goal relevance – is it crucial to artificial grammar learning? 208 Agnieszka Popławska-Boruc, Radosław Sterczyński, and Marta Roczniewska 10 Implicit learning under attentional load 232 Michał Wierzchoń and Monika Derda Index 252 ACKNOWLEDGEMENTS This work was made possible through the involvement and support of different persons and institutions to which we are very grateful. Ceri Griffiths, our Editor at Routledge, accepted the proposal (almost) immediately during a meeting of the European Society of Cognitive Psychology in Budapest that both Axel Cleeremans and Maria Kuvaldina attended. Her initial efforts getting this project off the ground were followed up with great care by herself and Charlotte Mapp over the entire course of the process. Axel Cleeremans’ involvement in the project was supported by Advanced Grant “Radical” from the European Research Council. Viktor Allakhverdov’s and Maria Kuvaldina’s efforts were supported by Saint Petersburg State University research grant # 8.38.287.2014 as well as by a number of research grants from the Russian Foundation for Basic Research and by the Russian Foundation for Humanities. The Belgian Fonds de la Recherche Scientifique (F.R.S.-FNRS) and St. Petersburg State University supported the organization of the third Implicit Learning Seminar in Saint Petersburg – the meeting where the very idea of composing this book was born. Special thanks must go to Agnieszka Poplawska, Elisabeth Norman, Michał Wierzchoń, Patrick Rebuschat, Dezső Németh and Adrian Opre – all organizers of the Implicit Learning Seminars. They are the ones whose dedication made this community exist. None of the work reported in this volume would have been possible without the colleagues and students who carried out the research and took part in the discussions during our meetings – thank you! Finally, the editors would also like to thank A. S. Reber for his efforts reviewing the current volume and composing a foreword. CONTRIBUTORS Viktor Allakhverdov, Department of Psychology, Saint Petersburg State University, Russia and Senior Researcher, National Research University Higher School of Economics (HSE), St. Petersburg, Russia. Natalia V. Andriyanova, Department of Psychology, Saint Petersburg State University, Russia. Laura J. Batterink, Department of Psychology, Northwestern University, Evanston, IL USA. Andrey A. Chetverikov, Laboratory for Visual Perception and Visuomotor Control, Faculty of Psychology, School of Health Sciences, University of Iceland, Reykjavik, Iceland; Cognitive Research Lab, Russian Academy of National Economy and Public Administration, Moscow, Russia; Department of Psychology, Saint Petersburg State University, Russia. Axel Cleeremans, Fund for Scientific Research (F.R.S.-FNRS, Belgium); Université libre de Bruxelles; Center for Research in Cognition and Neuroscience; the ULB Neuroscience Institute. Monika Derda, Consciousness Lab, Institute of Psychology, Jagiellonian University, Krakow, Poland. Arnaud Destrebecqz, Université Libre de Bruxelles, Center for Research in Cognition and Neurosciences (CRCN). Zoltan Dienes, School of Psychology, University of Sussex, UK; Sackler Centre for Consciousness Science, University of Sussex, UK. Margarita G. Filippova, Department of Psychology, Saint Petersburg State University, Russia. Contributors ix Valeria A. Gershkovich, Department of the Problems of Convergence in Natural Sciences and Humanities, Saint Petersburg State University, Russia; N. P. Bechtereva Institute of the Human Brain, Russian Academy of Sciences. Ivan I. Ivanchei, Russian Presidential Academy of National Economy and Public Administration, Moscow, Russia; Department of Psychology, Saint Petersburg State University, Russia. Emma Jones, Faculty of Psychology, University of Bergen, Norway. Valeriia Yu. Karpinskaia, Department of Psychology, Saint Petersburg State University, Russia and Senior Researcher, National Research University Higher School of Economics (HSE), St. Petersburg, Russia. Anatolii D. Karpov, Department of Psychology, Saint Petersburg State University, Russia. Ferenc Kemény, Institute for Psychology, University of Graz, Graz, Austria; Department of Cognitive Science, Budapest University of Technology and Economics, Budapest, Hungary. Maria Kuvaldina, Department of Psychology, Saint Petersburg State University, Russia; New School for Social Research, New York, USA. Ágnes Lukács, Department of Cognitive Science, Budapest University of Technology and Economics, and MTA-BME Lendület Language Acquisition Research Group, Budapest, Hungary. Nadezhda V. Moroshkina, Department of Psychology, Saint Petersburg State University, Russia, Laboratory for Cognitive Studies, Saint Petersburg State University, Russia. Elisabeth Norman, Faculty of Psychology, University of Bergen, Norway. Alexandr S. Odainic, Department of Psychology,
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