TY  - JOUR
PY  - 2012//
TI  - Cognitive Control: A Role for Implicit Learning?
JO  - Journal of experimental psychology: learning, memory, and cognition
A1  - Deroost, Natacha
A1  - Vandenbossche, Jochen
A1  - Zeischka, Peter
A1  - Coomans, Daphné
A1  - Soetens, Eric
SP  - 1243
EP  - 1258
VL  - 38
IS  - 5
N2  - We investigated the influence of implicit learning on cognitive control. In a sequential Stroop task, participants implicitly learned a sequence placed on the color of the Stroop words. In Experiment 1, Stroop conflict was lower in sequenced than in random trials (learning-improved control). However, as these results were derived from an interaction between learning and conflict, they could also be explained by improved implicit learning (difference between random and sequenced trials), under incongruent compared with congruent trials (control-improved learning). Therefore, we further unraveled the direction of the interaction in 2 additional experiments. In Experiment 2, participants who learned the color sequence were no better at resolving conflict than participants who did not undergo sequence training. This shows that implicit knowledge does not directly reduce conflict (no learning-improved control). In Experiment 3, the amount of conflict did not directly improve learning either (no control-improved learning). However, conflict had a significant impact on the expression of implicit learning, as most knowledge was expressed under the highest amount of conflict. Thus, task-optimization was accomplished by an increased reliance on implicit sequence knowledge under high conflict. These findings demonstrate that implicit learning processes can be flexibly recruited to support cognitive control functions. (PsycINFO Database Record (c) 2012 APA, all rights reserved).<p />  <p>Language: en</p>
LA  - en
SN  - 0278-7393
UR  - http://dx.doi.org/10.1037/a0027633
ID  - ref1
ER  -