Guillemin, C. 1, 2 , Jeantet, G. 2 & Tillmann, B. 1
1 Lyon Neuroscience Research Center, CNRS-UMR 5292, INSERM U1028, University Lyon 1, Lyon, France
2 Meludia
Implicit learning is a cognitive capacity allowing for the acquisition of complex materials by mere exposure and without intention to learn. To further investigate strength and limits of this cognitive capacity, we used two artificial grammars in the auditory modality. The grammars were implemented with the same tone set (leading to short melodies) aiming to test for intramodal learning along the same perceptual dimension.
The tone sequences were presented in two exposure phases (one for each grammar), together with a memory task for attentive listening. In the test phase, new grammatical sequences of both systems were presented. Nonmusician participants were told that the exposure melodies had been created by two composers, and were required to categorize each new sequence as belonging to the first or second composer and to rate confidence of judgment.
Test phase results showed weak, but above chance level accuracy in the categorization task, suggesting that participants differentiated sequences of the two grammars. The analyses of the relation between accuracy and confidence ratings suggest that the acquired knowledge remained on an implicit level.
Additional experiments are now further investigating the acquired knowledge and will compare the strength of implicit learning to explicit learning and learning with feedback.