Poster F73, Tuesday, March 27, 8:00-10:00 am, Exhibit Hall C
The Durability of Statistical Learning: Direct and Indirect Measures
Helen Liu1, Katherine Duncan1, Amy S. Finn1; 1University of Toronto
Although there is substantial interest in statistical learning as a powerful learning mechanism, results have been inconsistent as to whether statistical learning is long-lasting. This conflicting evidence may be due to statistical learning being dependent on implicit or explicit knowledge. We therefore investigated the durability of statistical learning as measured by both direct and indirect tests immediately after exposure and after a 24-hour delay. Participants were exposed to an artificial language comprised of six statistically coherent trisyllabic unsegmented “words” that were presented in random order. After exposure, participants’ explicit memory of the structure was measured using a direct test which consisted of a recognition task and a confidence judgment, and their implicit memory was measured using an indirect test which consisted of a target detection task measuring their reaction times (Batterink, Reber, Neville, & Paller, 2015). Participants were tested either immediately after exposure or 24-hours later (n=60). The preliminary data analysis suggests that people robustly maintain their knowledge of statistical structure over long delays when tested indirectly, but they are less robust in their maintenance of knowledge when tested directly.
Topic Area: LONG-TERM MEMORY: Other