Popławska, A. , Kolańczyk, A. , Sterczyński, R. & Roczniewska, M.
Warsaw School of Social Sciences and Humanities. Sopot, Poland.
Implicit learning is described as process where individual differences are minimal relative to individual differences in explicit cognition (e.g., Reber, 1993). However, some researchers found correlation between implicit learning and intuitive cognitive style (Woolhouse & Bayne, 2000), the intuition facet of the Myers-Briggs Type Indicator (Kaufman et al., 2009), NEO-PI-R openness to feelings (Norman, Price & Duff, 2005), and aspects of self- reported personality (Kaufman et al. (2010). The aim of the presented studies is to establish the role of motivation (promotion and prevention) and cognitive style (global vs. local, measured by Navon test) in artificial grammar learning task (AGL). Förster and Higgins (2005) found that promotion focus was positively correlated with global processing, whereas the reverse was true for prevention focus. In presented studies participants performed the AGL task, Navon test and their motivation was manipulated in preventive and promotive way. There was also manipulation of the instruction in AGL (liking task versus rule-conformity judgments). The results indicate that motivation has influence on implicit learning process, especially in interaction with cognitive style and instruction type. The hypothesis that the instruction in AGL task can modify influence of cognitive style and motivation on effectiveness of implicit learning is discussed.