Mechanisms underlying the emergence of consciously aware knowledge in an implicit learning task

在内隐学习研究领域，内隐学习情境中如何产生序列意识是一个备受争议的问题。在文献中可以对比两类理论：根据第一类，显式表征是内隐表征加强的结果。因此，这类假定了隐式和显式表征之间的数量差异。相反，第二类假定内隐知识和外显知识有质的差别。例如，意外事件假说（UEH; Haider & Frensch, 2005）就属于这第二类理论。它假定内隐知识会导致违反预期的行为改变。这种违背会触发明确的搜索过程，从而导致有意识地获取知识。所提出的实验的目的是检验这两类理论的相互对照。在第一个系列的实验中，我们操纵隐性获得知识的强度，例如，在一定的背景下，序列的重复率。根据第一类理论，这应该增加有意识地可获得的序列知识。然而，如果UEH适用，我们应该能够证明，为了增加有意识的知识，需要额外的违反预期。第二个系列的实验关注于反应效应学习（R-E学习），这可能会增加经历违背预期的可能性。例如，Hoffmann及其同事（2001）的研究结果表明，对反应效应的关注增加了外显知识的数量。此外，Keele等人（2003）认为R-E学习可能在基础表征方面不同于S-S和R-R学习。R-E学习被认为是基于内维学习过程，因为反应与远端环境中的事件有关。相比之下，S-S和R-R学习的结果来自一个维度内的表示。因此，第二组实验的目标是在S-S和R-R随因保持不变的情况下，对内隐学习情境中的R-E随因进行操纵。我们假设，如果一个人自己的行为偶然导致远端环境中的某些事件，那么关于S-S-和R-R序列的有意识知识应该会增加。总的来说，计划中的实验有助于我们理解意识和内隐学习情境中有意识可获取知识的机制。

In the field of implicit learning research, it is a highly debated question how conscious awareness about a sequence arises in an implicit learning situation. Two classes of theories can be contrasted in the literature: According to the first class, explicit representations result from strengthening of implicit representations. Thus, this class presumes quantitative differences between implicit and explicit representations. On the contrary, the second class postulates qualitative differences between implicit and explicit knowledge. As an example, the Unexpected-Event Hypothesis (UEH; Haider & Frensch, 2005) belongs to this second class of theories. It presumes that implicit knowledge leads to behavioral changes which might violate the expectations. This violation then triggers explicit search processes which in turn lead to consciously accessible knowledge. The goal of the proposed experiments is to test these two classes of theories against each other.In the first series of experiments, we manipulate the strength of implicitly acquired knowledge by, for instance, the repetition rate of the sequence within a certain context. According to the first class of theories, this should increase consciously accessible sequence knowledge. However, should the UEH apply, we should be able to show that an additional violation of expectations is needed in order to increase conscious knowledge. The second series of experiments then focuses on response-effect learning (R-E learning) which might increase the probability of experiencing a violation of expectancies. For instance, the findings of Hoffmann and colleagues (2001) suggest that increasing attention to response effects increases the amount of explicit knowledge. Furthermore, Keele et al. (2003) suggest that R-E learning might differ from S-S and R-R learning in terms of the underlying representation. R-E learning is assumed to be based on inter-dimensional learning processes because reactions are associated with events in the distal environment. By contrast, S-S and R-R learning results from representations within one single dimension. Therefore, the goal of the second series of experiments is to manipulate the R-E contingencies in an implicit learning situation while S-S and R-R contingencies are kept constant. We presume that conscious knowledge about S-S- and R-R sequences should increase if ones own actions contingently lead to certain events in the distal environment. Overall, the planned experiments contribute to our understanding of consciousness and the mechanisms underlying the emergence of consciously accessible knowledge in an implicit learning situation.