Table Of ContentIMPLICIT 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
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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
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or other means, now known or hereafter invented, including
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British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
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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, Saint Petersburg State University,
Russia.
Irina Ovchinnikova, Department of Psychology, Saint Petersburg State University,
Russia.
Agnieszka Popławska-Boruc, Sopot Faculty of Psychology, SWPS University of
Social Sciences and Humanities, Poland.
Mark C. Price, Faculty of Psychology, University of Bergen, Norway.
Paul J. Reber, Department of Psychology, Northwestern University, Evanston,
IL, USA.
Ben Reuveni, Department of Psychology, Northwestern University, Evanston,
IL, USA.
