Differences in implicit vs. explicit grammar processing as revealed by drift-diffusion modeling of reaction times
Differences in implicit vs. explicit grammar processing as revealed by drift-diffusion modeling of reaction times
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发表时间：
2021
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通讯作者：
David Abugaber;K. Morgan‐Short
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作者：
David Abugaber;K. Morgan‐Short
作者：Abugaber， David；摘要学习新语言是一项复杂的认知任务，涉及内隐和外显过程。Batterink, Oudiette, Reber, and Paller（2014）报告称，有意识意识到隐藏的半人工语言规则的参与者与没有有意识意识到隐藏的半人工语言规则的参与者在语法学习方面没有显着差异，这表明隐式/显式路径可能在功能上是等同的。然而，他们通过中位反应时间对学习的操作化可能无法捕捉到认知过程的潜在差异。在概念复制中，我们通过漂移扩散模型比较了规则感知（n=14）和规则无意识（n=21）的参与者，该模型可以量化证据积累过程的不同子组件（Ratcliff a Rouder, 1998）。对于两组来说，语法学习都表现在非决策参数上，表明对运动反应的预期。仅对于规则意识的参与者，学习也会影响单词阅读过程中证据积累的偏见。这些结果表明，内隐语法学习可能通过低级机制表现出来，而外显语法学习可能涉及与编码目标意义更直接的接触。
Author(s): Abugaber, David; Morgan-Short, Kara | Abstract: Learning new languages is a complex cognitive task involving both implicit and explicit processes. Batterink, Oudiette, Reber, and Paller (2014) report that participants with vs. without conscious awareness of a hidden semi-artificial language regularity showed no significant differences in grammar learning, suggesting that implicit/explicit routes may be functionally equivalent. However, their operationalizing of learning via median reaction times might not capture underlying differences in cognitive processes. In a conceptual replication, we compared rule-aware (n=14) and rule-unaware (n=21) participants via drift-diffusion modeling, which can quantify distinct subcomponents of evidence-accumulation processes (Ratcliff a Rouder, 1998). For both groups, grammar learning was manifested in non-decision parameters, suggesting anticipation of motor responses. For rule-aware participants only, learning also affected bias in evidence accumulation during word reading. These results suggest that implicit grammar learning may be manifested through low-level mechanisms whereas explicit grammar learning may involve more direct engagement with encoded target meanings.