Can we learn without being aware of what we’re learning? Many psychologists say that ‘unconscious’, or implicit, learning exists.
But in a new paper, London-based psychologists Vadillo, Konstantinidis, and Shanks call the evidence for this into question.
Vadillo et al. focus on one particular example of implicit learning, the contextual cueing paradigm. This involves a series of stimulus patterns, each consisting of a number of “L” shapes and one “T” shape in various orientations. For