The Role of Explicit and Implicit Learning Processes in Concept Discovery

Abstract

Analysis of individual learning curves and concurrent verbal protocols from three experiments concerning discovery of a non-salient verbal concept and a pictorial analogue (Chinese ideograph) of the concept show that a substantial transition phase occurs in which discrimination of exemplars from non-exemplars of the concept is above chance but not yet asymptotic. Under most conditions the ability to verbalize knowledge of the concept occurred almost simultaneously with the onset of the transition phase. However, the addition of noise in the form of false feedback (Experiment 3) created a temporary dissociation between task performance and verbalizable knowledge. Additional results suggest that individual hypothesis revision/rejection strategies affect the length of the transition phase of learning, whereas the size of the domain of hypotheses being sampled affects the number of trial blocks before the transition phase begins. The effect of feedback error on the relation between early rates of hypothesis generation and subsequent transition phase length also suggests that a strategy of quick rejection of falsified hypotheses becomes less adaptive in noisy task environments (e.g. when there are many exceptions to a rule or the concept is probabilistic). Finally, failure to find effects of variables known to affect implicit learning suggests that implicit learning processes do not play a large role in the discovery of this type of concept.