{"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/"}]}