Please wait a minute...
Acta Psychologica Sinica
|
Influence of selective attention on implicit learning with auditory stimuli
LI Xiujun; SHI Wendian
(Education School of Shanghai Normal University, Shanghai 200234, China)
Download: PDF(425 KB)   Review File (1 KB) 
Export: BibTeX | EndNote | Reference Manager | ProCite | RefWorks    
Abstract  

 

Implicit learning refers to people’s tendency to acquire complex regularities or patterns without intention or awareness (Reber, 1989). Given regularities are acquired without intention, and largely unconsciousness, implicit learning is often considered to occur without attention. The processes responsible for such learning were once contrasted with a selective intentional “system” (Guo et al., 2013; Jiang & Leung, 2005). However, more recent researches show that actually implicit learning processes are highly selective (Eitam, schul, & Hassin, 2009; Eitam et al., 2013; Tanaka, Kiyokawa, Yamada, Dienes, & Shigemasu, 2008; Weiermann & Meier, 2012). Therefore it is necessary to do more exploration about the roles of attention in implicit learning. So far, all previous Artificial Grammar Learning (AGL) studies used visual stimuli. Thus, it remains unclear whether AGL may be due to the presence of a visual regularity. To investigate the generality of effect of selective attention on AGL, we extend the experimental materials to auditory stimuli.
90 college students were recruited in two experiments. Sequences of letters and sequences of digits with different grammar rules were presented simultaneously through Dichotic listening technology. In Experiment 1, one group of participants were instructed to memorize the sequences of letters; another, the sequences of digits. In Experiment 2, all participants were instructed to memorize the above two types of sequences.
Results showed that: (1) when only one of the two stimulus dimensions was selected to attend (Experiment 1), participants learned the structure underlying the selected, but not that one of the ignored dimension; (2) when both stimulus dimensions were selected to attend, both structures were learned by participants (Experiment 2). These findings revealed that participants learned only the grammar for the dimensions to which they are attended.

The results of two studies strongly suggest that AGL occurs with auditory stimuli and visual perceptual learning is not necessary. The effect of selective attention on AGL is applicable across modalities, it is not only suitable for visual stimulus, but also applies to the auditory stimulus.

Keywords selective attention      artificial grammar learning      dichotic listening     
Corresponding Authors: SHI Wendian, E-mail: swd_nx@163.com   
Issue Date: 25 March 2016
Service
E-mail this article
E-mail Alert
RSS
Articles by authors
LI Xiujun
SHI Wendian
Cite this article:   
LI Xiujun,SHI Wendian. Influence of selective attention on implicit learning with auditory stimuli[J]. Acta Psychologica Sinica, 10.3724/SP.J.1041.2016.00221
URL:  
http://journal.psych.ac.cn/xlxb/EN/10.3724/SP.J.1041.2016.00221     OR     http://journal.psych.ac.cn/xlxb/EN/Y2016/V48/I3/221
[1] HU Cenlou; ZHANG Bao; HUANG Sai. Does irrelevant long-term memory representation guide the deployment of visual attention?[J]. Acta Psychologica Sinica, 2017, 49(5): 590-601.
[2] ZHANG Runlai; LIU Dianzhi. The Development of Graded Consciousness in Artificial Grammar Learning[J]. Acta Psychologica Sinica, 2014, 46(11): 1649-1660.
[3] PAN Yi. Effects of Verbal Memory on Visual Selection: Dimension-based Automatic Guidance of Attention[J]. , 2010, 42(12): 1118-1127.
[4] HUANG Min-Xue,XIE Ting-Ting,FENG Xiao-Liang. How Do Ambivalent Consumers Interpret Diversified Word-of-Mouth Information?[J]. , 2010, 42(10): 998-1010.
[5] Yu-Guoliang,Dong Yan. The Effect of Emotions on Selective and Sustained Attention in Adolescents with [J]. , 2007, 39(04): 679-687.
[6] Li-Yiyuan,Wu-Ruiming,Hu-Xingwang,Li-Hong,P-D-Zelazo. The Development of Executive Function in Deaf Children: Comparing with Normal Children[J]. , 2006, 38(03): 356-364.
[7] Lei Xuejun-,Jin-Zhicheng. Effects of Activation and Inhibition of Stimulus Categories on Preview Search[J]. , 2006, 38(02): 170-180.
[8] Meng-Yingfang,Guo-Chunyan. Dissociations between Implicit and Explicit Memory: An ERP Study of Face Recognition[J]. , 2006, 38(01): 15-21.
[9] Liu li, Peng Danling. RIGHT EAR ADVANTAGE FOR MANDARIN TONE PERCEPTION AND ITS MECHANISM: A DICHOTIC LISTENING STUDY[J]. , 2004, 36(03): 260-264.
[10] Xuan Yuming, Fu Xiaolan. DIMENSIONAL TRANSFER EFFECT IN SAME-DIFFERENT JUDGMENTS[J]. , 2003, 35(01): 37-43.
[11] Chen Sufen, Wang Su, Zhou Jianzhong (Department of Psychology, Peking University, Beijing 100871). THE EFFECT OF REPETITION OF CUEING AND TARGET ORIENTATION ON IOR[J]. , 2002, 34(06): 9-14.
[12] Jin Zhicheng(Department of Psychology, South China Normal University, Guangzho u, 510631)Chen Caiqi(Department of Psychology, Northeast Normal University, Changchun, 130024). INFLUENCE OF THE MECHANISMS OF DISTRACTOR PROCESSING OFSELECTIVE ATTENTION ON WORKING MEMORY[J]. , 2001, 33(06): 16-20.
[13] Han Shihul(Beijing Lab of Cognitive Science, Graduate School (Beijing), University of Science and Technology of China, Beijng 100039). THE GLOBAL PRECEDENCE IN VISUAL INFORMATION PROCESSING[J]. , 2000, 32(03): 337-347.
[14] Zhao Chen, Yang Huahai, Zhang Kan (Institute of Psychology, Chinese Academy of Science, Beijing 100101). CROSS-MODAL ENDOGENOUS VISUAL SELECTIVE ATTENTION[J]. , 1999, 31(02): 148-153.
[15] Fu Shimin, Chen Lin (Beijing Laboratory of Cognitive Science, University of Science and Technology of China, Beijing , 100039). INVESTIGATION OF THE MECHANISM OF THE "WITHIN-OBJECT EFFECT[J]. , 1999, 31(02): 142-147.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
Copyright © Acta Psychologica Sinica
Support by Beijing Magtech