Can we change automatic processes: the influence of social priming on alcohol attentional bias.

The Stroop Effect has been linked to social concept priming, suggesting that the latter may trigger automatic behaviour aligned with the primed concept. This study examined the effects of social priming on alcohol attentional bias, with a sample of mostly light drinkers; it used a social priming task and an alcohol-Stroop test to measure participants' response times (RTs) before and after they had been socially primed. Participants were separated into one of three social priming conditions: Neutral, Alcohol Addiction, and Alcohol Preoccupation. A mixed ANOVA was run to determine whether participants' RTs to alcohol-related stimuli, "rather than to neutral sitmuli," slowed significantly after the alcohol interference tasks, relative to the neutral interference task, suggesting an alcohol attentional bias had been induced by the social priming exercise. Key interaction terms did not reveal such an interaction, but rather a general slowing down (for both neutral and alcohol stimuli), in the Alcohol conditions, relative to the Neutral one. As a result, we can conclude that while we did not induce an alcohol-specific bias in participants, we did discover a generalised interference effect, following alcohol-related social priming tasks.

Role of prior knowledge in implicit and explicit learning of artificial grammars.

Artificial grammar learning (AGL) performance reflects both implicit and explicit processes and has typically been modeled without incorporating any influence from general world knowledge. Our research provides a systematic investigation of the implicit vs. explicit nature of general knowledge and its interaction with knowledge types investigated by past AGL research (i.e., rule- and similarity-based knowledge). In an AGL experiment, a general knowledge manipulation involved expectations being either congruent or incongruent with training stimulus structure. Inconsistent observations paradoxically led to an advantage in structural knowledge and in the use of general world knowledge in both explicit (conscious) and implicit (unconscious) cases (as assessed by subjective measures). The above findings were obtained under conditions of reduced processing time and impaired executive resources. Key findings from our work are that implicit AGL can clearly be affected by general knowledge, and implicit learning can be enhanced by the violation of expectations.

Implicit learning in children and adolescents with and without autism spectrum disorders: Exploring the effects of individual differences.

Implicit learning plays an important role in the acquisition of various skills that are often deficient in individuals with autism spectrum disorder (ASD). The present study examines the implicit learning ability of children and adolescents with ASD, by comparing it to that of a typical group of peers, using the Artificial Grammar Learning (AGL) task. In addition, this study investigates whether the above ability is associated with individual characteristics, namely intelligence quotient (IQ), ASD symptoms severity, and individual perception style (global/holistic or local/focused). The sample consisted of 20 individuals with mild to relatively severe ASD symptoms and 20 age- and gender-matched typically developing (TD) individuals. The unconscious (implicit) nature of learning was assessed via a subjective measure, the "no-loss gambling" method, which allows an unbiased evaluation of the confidence accompanying each judgement. The results provided evidence of implicit learning, which was preserved in the ASD group, although reduced relative to the typical group. Multiple linear regressions with interaction terms between group and participants' scores on the Wechsler Abbreviated Scale of Intelligence (WASI), the Childhood Autism Rating Scale (CARS), and performance on a Navon-type task examined whether the possible relationships between each of the above scores and AGL and implicit learning differ in the two groups. Implicit learning was not significantly associated with IQ, ASD symptoms severity, or individual perception style (except for perception style in terms of reaction times [RTs] for the TD group). These results confirm and extend earlier findings supporting the resilience of implicit learning to individual differences.

The time course of implicit and explicit concept learning.

The present experiment investigated the development of implicit and explicit knowledge during concept learning. According to Cleeremans and Jiménez (2002), the content of a representation can be conscious only when the representation is of a sufficiently good quality; on this theory, increasing explicit and decreasing implicit knowledge might be expected with training. The view that implicit knowledge arises from compilation of explicit knowledge makes the opposite prediction. The present research tested these possibilities using subjective measures based on confidence ratings. One group of participants was presented with blocks of category exemplars that activated prior knowledge, whereas another group was presented with blocks of categories that did not elicit any useful prior knowledge. The results showed that, irrespective of the knowledge group participants were allocated to, explicit knowledge increased over the course of learning, whereas implicit knowledge either stayed the same or decreased, consistent with Cleeremans and Jiménez's prediction.

Does stimulus appearance affect learning?

We examined the learning process with 3 sets of stimuli that have identical symbolic structure but differ in appearance (meaningless letter strings, arrangements of geometric shapes, and sequences of cities). One hypothesis is that the learning process aims to encode symbolic regularity in the same way, largely regardless of appearance. Another is that different types of stimuli bias the learning process to operate in different ways. Using the experimental paradigm of artificial grammar learning, we provided a preliminary test of these hypotheses. In Experiments 1 and 2 we measured performance in terms of grammaticality and found no difference across the 3 sets of stimuli. In Experiment 3 we analyzed performance in terms of both grammaticality and chunk strength. Again we found no differences in performance. Our tentative conclusion is that the learning process aims to encode symbolic regularity independent of stimulus appearance.

Facial beauty affects implicit and explicit learning of men and women differently.

The present work explores the unconscious and/or conscious nature of learning attractive faces of same and opposite sex, that is, of stimuli that experimental and neuroimaging research has shown to be rewarding and thus highly motivating. To this end, we examined performance of men and women while classifying strings of average and attractive faces for grammaticality in the experimental task of artificial grammar learning (AGL), which reflects both conscious and unconscious processes. Subjective measures were used to assess participants' conscious and unconscious knowledge. It was found that female attractiveness impaired performance in male participants. In particular, male participants demonstrated the lowest accuracy while classifying beautiful faces of women. Conversely, female attractiveness facilitated performance in female participants. The pattern was similar for conscious and unconscious knowledge. Presumably, objects with high incentive salience, as are beautiful faces, captured resources, which were used in task relevant versus task irrelevant ways by women versus men. The present findings shed light on the relation of conscious and unconscious processing with affective and reward-related stimuli, as well as on gender differences underlying this relation.

How does prior knowledge affect implicit and explicit concept learning?

Two experiments investigated the effect of prior knowledge on implicit and explicit learning. Implicit as opposed to explicit learning is sometimes characterized as unselective or purely statistical. During training, one group of participants was presented with category exemplars whose features could be tied together by integrative knowledge, whereas another group saw category exemplars with unrelated feature combinations. Half of the participants in each group learned these categories under a secondary-task condition (meant to discourage explicit learning), and the remaining half performed the categorization task under a single-task condition (meant to favour explicit learning). In a test phase, participants classified only the individual features of the training exemplars. Secondary- as opposed to single-task conditions impaired explicit but not implicit knowledge (as determined by subjective measures). Importantly, prior knowledge resulted in increased amounts of both implicit and explicit knowledge.

Restraint, disinhibition and food-related processing bias.

This study examined associations between restraint, disinhibition and food-related processing bias (FPB, assessed by the emotional Stroop task) in males and females in the UK, Greece and Iran. Results showed high restraint was associated with higher FPB. However, high restrained current dieters showed lower FPB that high restrained non-dieters. There was no significant difference in FPB for those showing high versus low disinhibition. Results are discussed in relation to theories of incentive salience and current concerns.