Deroost, N. , Vandenbossche, J. , Zeischka, P. , Coomans, D. & Soetens, E.
Vrije Universiteit Brussel
In a series of three experiments, we investigated the interplay between implicit sequence learning and cognitive control. In Experiment 1, we observed an interaction between conflict and learning in a sequential Stroop task. Greater sequence learning was observed in the incongruent than in the congruent trials. Yet, the results could also be explained by reduced Stroop interference in sequenced as compared to random trials. In two additional experiments, we therefore further unraveled the direction of the effect. In Experiment 2, we showed that participants with sequence knowledge where no better at resolving conflict than participants without sequence knowledge. Thus, sequence learning does not enhance conflict resolution. In Experiment 3, we demonstrated that the amount of conflict does not enhance sequence learning either, but it does improve the expression of learning as most knowledge was expressed in conflict trials. These results show that implicit sequence learning processes can be recruited to cope with high cognitive demands.