Implicit threat, self-regulatory resources, and cognitive performance

The color red has been considered to indicate threat in achievement contexts. Recent studies have used brief confrontations with red — either as the color or as the word red — to prime for implicit threat, and have found a related impairment of cognitive performance. In another line of research, it has been shown that initial self-regulatory efforts cause diminished investment of self-regulatory resources afterwards, leading to a relative shift from a controlled to an automatic mode of information processing. We assume that activation of implicit threat via the color or the word red impairs cognitive performance more strongly during automatic compared to controlled processing of information. To test this hypothesis, we manipulated undergraduates’ (n = 78) momentary processing mode (automatic vs. controlled) by an initial task that required either high or low self-regulatory effort. Afterwards, participants were briefly confronted with red or gray stimuli and were then asked to complete a standardized intelligence measure. As expected, confrontation with red, as opposed to gray, impaired intellectual performance when participants were in an automatic processing mode. In contrast, no color effect emerged when participants were in a relatively controlled processing mode. In a second study, we replicated this finding in a sample of secondary school students (n = 130), using the black-printed word red or gray to experimentally manipulate implicit threat. Among others, the present findings may help to explain occasional difficulties in replicating findings of priming research.

Beyond statistical learning? Continuous sequence repetition matters in implicit sequence learning

Typically, statistical learning is investigated by testing the acquisition of specific items or forming general rules. As implicit sequence learning also involves the extraction of regularities from the environment, it can also be considered as an instance of statistical learning. In the present study, a Serial Reaction Time Task was used to test whether the continuous versus interleaved repetition of a sequence affects implicit learning despite the equal exposure to the sequences. The results revealed a sequence learning advantage for the continuous repetition condition compared to the interleaved condition. This suggests that by repetition, additional sequence information was extracted although the exposure to the sequences was identical as in the interleaved condition. The results are discussed in terms of similarities and potential differences between typical statistical learning paradigms and sequence learning.

Šûlḥān ʿārûk : jidiš daiṭšer šulḥan aruch firs prakṭiše leben ...

[Yôsēf Qārô]. Fon Šelomo Tzvi Šik

Measuring citizens' implicit and explicit attitudes towards the European Union

Studies assessing citizens’ attitudes towards Europe have mostly used explicit concepts and measures. However, psychologists have shown that human behaviour is not only determined by explicit attitudes which can be assessed via self-report, but also by implicit attitudes which require indirect measurement. We combine a self-report questionnaire with an implicit Affective Misattribution Procedure for the first time in an online environment to estimate the reliability, validity and predictive power of this implicit measure for the explanation of European Union-skeptical behaviour. Based on a survey with a sample representative for Germany, we found evidence for good reliability and validity of the implicit measure. In addition, the implicit attitude had a significant incremental impact beyond explicit attitudes on citizens’ proneness to engage in EU-skeptical information and voting behaviour.

How Transcranial Direct Current Stimulation Can Modulate Implicit Motor Sequence Learning and Consolidation: A Brief Review

The purpose of this review is to investigate how transcranial direct current stimulation(tDCS)can modulate implicit motor sequence learning and consolidation. So far, most of the studies have focused on the modulating effect of tDCS for explicit motor learning. Here, we focus explicitly on implicit motor sequence learning and consolidation in order to improve our understanding about the potential of tDCS to affect this kind of unconscious learning. Specifically, we concentrate on studies with the serial reaction time task (SRTT), the classical paradigm for measuring implicit motor sequence learning. The influence of tDCS has been investigated for the primary motor cortex, the premotor cortex, the prefrontal cortex, and the cerebellum. The results indicate that tDCS above the primary motor cortex gives raise to the most consistent modulating effects for both implicit motor sequence learning and consolidation.

Implicit probabilistic sequence learning: Correlated streams and sequence length matter

We investigated whether a pure perceptual stream is sufficient for probabilistic sequence learning to occur within a single session or whether correlated streams are necessary, whether learning is affected by the transition probability between sequence elements, and how the sequence length influences learning. In each of three experiments, we used six horizontally arranged stimulus displays which consisted of randomly ordered bigrams xo and ox. The probability of the next possible target location out of two was either .50/.50 or .75/.25 and was marked by an underline. In Experiment 1, a left vs. right key response was required for the x of a marked bigram in the pure perceptual learning condition and a response key press corresponding to the marked bigram location (out of 6) was required in the correlated streams condition (i.e., the ring, middle, or index finger of the left and right hand, respectively). The same probabilistic 3-element sequence was used in both conditions. Learning occurred only in the correlated streams condition. In Experiment 2, we investigated whether sequence length affected learning correlated sequences by contrasting the 3-elements sequence with a 6-elements sequence. Significant sequence learning occurred in all conditions. In Experiment 3, we removed a potential confound, that is, the sequence of hand changes. Under these conditions, learning occurred for the 3-element sequence only and transition probability did not affect the amount of learning. Together, these results indicate that correlated streams are necessary for probabilistic sequence learning within a single session and that sequence length can reduce the chances for learning to occur.

Implicit memory for the content but not the speaker of sleep-played messages

We presented 28 sentences uttered by 28 unfamiliar speakers to sleeping participants to investigate whether humans can encode new verbal messages, learn voices of unfamiliar speakers, and form associations between speakers and messages during EEG-defined deep sleep. After waking, participants performed three tests which assessed the unconscious recognition of sleep-played speakers, messages, and speaker-message associations. Recognition performance in all tests was at chance level. However, response latencies revealed implicit memory for sleep-played messages but neither for speakers nor for speaker-message combinations. Only participants with excellent implicit memory for sleep-played messages also displayed implicit memory for speakers but not speaker-message associations. Hence, deep sleep allows for the semantic encoding of novel verbal messages.

Explicit and Implicit Methods In Solving Differential Equations

Differential equations are equations that involve an unknown function and derivatives. Euler's method are efficient methods to yield fairly accurate approximations of the actual solutions. By manipulating such methods, one can find ways to provide good approximations compared to the exact solution of parabolic partial differential equations and nonlinear parabolic differential equations.