Kiss, M, Nemeth, D and Janacsek, K ORCID: https://orcid.org/0000-0001-7829-8220 (2022) Do temporal factors affect whether our performance accurately reflects our underlying knowledge? The effects of stimulus presentation rates on the performance versus competence dissociation. Cortex, 157. pp. 65-80. ISSN 0010-9452 (doi:10.1016/j.cortex.2022.09.003)

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Abstract

Ample evidence shows that the momentary performance can dissociate from the underlying knowledge (competence). Under what circumstances such dissociation occurs, however, remains unclear. Here we tested how temporal factors, and more specifically, the elapsed time between subsequent events affects the dissociation between performance and competence by systematically manipulating the stimulus presentation rates during and after learning. Participants completed a probabilistic sequence learning task with a fast (120 msec) or a slow (850 msec) response-to-stimulus-interval (RSI) during the Learning phase and they were tested with both RSIs 24 h later (Testing phase). We also tested whether they gained explicit knowledge about the sequence or their knowledge remained implicit. Our results revealed higher reaction time learning scores when tested with the fast RSI, irrespective of the RSI during learning, suggesting that faster presentation rates can help better express the acquired knowledge, leading to increased performance measures. For accuracy, participants showed higher learning scores when tested with the same presentation rate as the one that they encountered during learning. The acquired knowledge remained implicit in both groups, suggesting that the observed findings were not confounded by differences in awareness gained in the two groups. Overall, our study highlights that the momentary performance does not always accurately reflect the underlying knowledge, and temporal factors seem to influence this dissociation. Our findings have theoretical, methodological, and translational implications that likely extend beyond learning and memory to other functions and domains as well, including aspects of decision-making, perception, theory of mind, and language.

Item Type:	Article
Uncontrolled Keywords:	implicit learning, procedural memory, sequence learning, statistical learning, performance, competence, response to stimulus interval
Subjects:	H Social Sciences > H Social Sciences (General) Q Science > Q Science (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified:	09 Nov 2022 10:19
URI:	http://gala.gre.ac.uk/id/eprint/37899

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