Poster C106, Sunday, March 26, 5:00 – 7:00 pm, Pacific Concourse
Knowledge of statistical regularities undergoes similar consolidation in explicit and implicit probabilistic learning
Kata Horváth1,2, Csenge Török1,2, Balázs Török1,2, Orsolya Pesthy1, Karolina Janacsek1,2, Dezso Nemeth1,2; 1Eötvös Loránd University, Budapest, Hungary, 2Hungarian Academy of Sciences, Budapest, Hungary
Recognition of sequential regularities and patterns in the environment is evolutionarily crucial and underlies the acquisition of our skills and habits. This process can occur with or without awareness. Previous studies have shown that delay between learning and testing sessions leads to forgetting of explicitly learned knowledge. In contrast, performance remains retained in implicit memory tasks. This distinction, however, was observed in studies that used differently structured tasks, and thus measured different learning mechanisms. The aim of the present study was to compare the consolidation of explicit and implicit statistical learning in a unified paradigm. Seventy-one healthy young adults participated in the experiment. Statistical learning performance was tested by the Alternating Serial Reaction Time (ASRT) task, and was retested after a 12-hour delay. Half of the participants were informed about the probabilistic sequence structure (explicit group), while the other half of the participants were unaware of the sequence structure (implicit group). Surprisingly, we found no differences in the offline changes of statistical knowledge in the explicit and implicit groups neither in accuracy nor in RT. Our results suggest that the consolidation of pure statistical knowledge, on mechanism level, is independent of the presence or absence of explicit cues.
Topic Area: LONG-TERM MEMORY: Skill learning