Recollection, Fluency, and the Explicit/Implicit Distinction in Artificial Grammar Learning

Annette Kinder*, David R. Shanks, Josephine Cock, Richard J. Tunney

*Corresponding author for this work

Research output: Contribution to journalArticle

Abstract

In this article, the authors propose that both implicit memory and implicit learning phenomena can be explained by a common set of principles, in particular via participants' strategic use of recollective and fluency heuristics. In a series of experiments, it was demonstrated that manipulating processing fluency had an impact on classification decisions in an artificial grammar learning task (Experiments 1, 2, 4, and 7), showing that participants were using a fluency heuristic, Under identical conditions, however, this manipulation had no effect on recognition decisions (Experiments 3 and 5), consistent with a greater default reliance on recollection. Most significant, the authors also showed that a fluency effect can be induced in recognition (Experiments 4-6) and can be eliminated in classification (Experiment 7).

Original languageEnglish
Pages (from-to)551-565
Number of pages15
JournalJournal of Experimental Psychology: General
Volume132
Issue number4
DOIs
Publication statusPublished - 1 Dec 2003

Fingerprint

Learning
Heuristics
Recognition (Psychology)
Fluency
Artificial Grammar Learning
Experiment
Recollection

Cite this

@article{e646cf9aa1fa4b3fa42e0669aff040db,
title = "Recollection, Fluency, and the Explicit/Implicit Distinction in Artificial Grammar Learning",
abstract = "In this article, the authors propose that both implicit memory and implicit learning phenomena can be explained by a common set of principles, in particular via participants' strategic use of recollective and fluency heuristics. In a series of experiments, it was demonstrated that manipulating processing fluency had an impact on classification decisions in an artificial grammar learning task (Experiments 1, 2, 4, and 7), showing that participants were using a fluency heuristic, Under identical conditions, however, this manipulation had no effect on recognition decisions (Experiments 3 and 5), consistent with a greater default reliance on recollection. Most significant, the authors also showed that a fluency effect can be induced in recognition (Experiments 4-6) and can be eliminated in classification (Experiment 7).",
author = "Annette Kinder and Shanks, {David R.} and Josephine Cock and Tunney, {Richard J.}",
year = "2003",
month = "12",
day = "1",
doi = "10.1037/0096-3445.132.4.551",
language = "English",
volume = "132",
pages = "551--565",
journal = "Journal of Experimental Psychology: General",
issn = "0096-3445",
publisher = "American Psychological Association Inc.",
number = "4",

}

Recollection, Fluency, and the Explicit/Implicit Distinction in Artificial Grammar Learning. / Kinder, Annette; Shanks, David R.; Cock, Josephine; Tunney, Richard J.

In: Journal of Experimental Psychology: General, Vol. 132, No. 4, 01.12.2003, p. 551-565.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Recollection, Fluency, and the Explicit/Implicit Distinction in Artificial Grammar Learning

AU - Kinder, Annette

AU - Shanks, David R.

AU - Cock, Josephine

AU - Tunney, Richard J.

PY - 2003/12/1

Y1 - 2003/12/1

N2 - In this article, the authors propose that both implicit memory and implicit learning phenomena can be explained by a common set of principles, in particular via participants' strategic use of recollective and fluency heuristics. In a series of experiments, it was demonstrated that manipulating processing fluency had an impact on classification decisions in an artificial grammar learning task (Experiments 1, 2, 4, and 7), showing that participants were using a fluency heuristic, Under identical conditions, however, this manipulation had no effect on recognition decisions (Experiments 3 and 5), consistent with a greater default reliance on recollection. Most significant, the authors also showed that a fluency effect can be induced in recognition (Experiments 4-6) and can be eliminated in classification (Experiment 7).

AB - In this article, the authors propose that both implicit memory and implicit learning phenomena can be explained by a common set of principles, in particular via participants' strategic use of recollective and fluency heuristics. In a series of experiments, it was demonstrated that manipulating processing fluency had an impact on classification decisions in an artificial grammar learning task (Experiments 1, 2, 4, and 7), showing that participants were using a fluency heuristic, Under identical conditions, however, this manipulation had no effect on recognition decisions (Experiments 3 and 5), consistent with a greater default reliance on recollection. Most significant, the authors also showed that a fluency effect can be induced in recognition (Experiments 4-6) and can be eliminated in classification (Experiment 7).

UR - http://www.scopus.com/inward/record.url?scp=0345581695&partnerID=8YFLogxK

UR - http://psycnet.apa.org/record/2003-09669-007?doi=1

U2 - 10.1037/0096-3445.132.4.551

DO - 10.1037/0096-3445.132.4.551

M3 - Article

C2 - 14640848

AN - SCOPUS:0345581695

VL - 132

SP - 551

EP - 565

JO - Journal of Experimental Psychology: General

JF - Journal of Experimental Psychology: General

SN - 0096-3445

IS - 4

ER -