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{ "pk": 28298, "title": "Age, gender, and learning style predict spontaneous explicit learning in an implicitlearning task", "subtitle": null, "abstract": "Previous studies of implicit learning have demonstrated spontaneous explicit learning in some participants but not others.We investigated whether differences in spontaneous explicit knowledge could be predicted by individual-level variables.Ninety-five undergraduates (Mage = 19.91, SDage = 1.5; Nfemale = 85) performed a Serial Response Task in which asequence was embedded in some blocks but not others; all participants demonstrated implicit learning (shorter RTs forsequence blocks compared to random blocks) but only 31 (32%) were able to describe the sequence accurately afterwards.Neither verbal nor non-verbal IQ, nor working memory span, nor Need for Cognition differentiated those with explicitsequence knowledge from those without. However, the relationship between sex and any explicit knowledge was signifi-cant (2(95) = 4.5, p = .03), and among participants with any explicit sequence knowledge, males correctly recalled moresequence items than females (Mmale, = 8, Mfemale, = 4.19; t(29) = 3.26, p =.0028).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Abstracts-Posters", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2748k65h", "frozenauthors": [ { "first_name": "Priya", "middle_name": "", "last_name": "Kalra", "name_suffix": "", "institution": "University of Wisconsin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2018-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28298/galley/17960/download/" } ] }