Search results for "INCIDENTAL LEARNING"
showing 6 items of 6 documents
Different sensory aspects of a food are not remembered with equal acuity
2009
International audience; In the present study, food memory for three sensory aspects involved in food perception, taste, texture and aroma, is compared. Participants received a lunch including a custard dessert (target) under incidental learning condition. One day later, participants were presented with samples identical to the target and with distractors varying either in sweetness, thickness or cherry aroma. Memory was assessed by an absolute recognition question (“Did you eat this sample yesterday?”) and by relative questions (“Is this sample less, equal or more sweet than the sample you ate yesterday?”). Results showed better memory performance for sweetness than for the two other sensor…
Acquiring music information : An incidental learning approach.
2022
This thesis contains my empirical works resulting from three years of studying contingency learning, that is the human ability to learn regularities between two or more events, applied to music. Learning music requires time and effort. However, many skills can be automatized in less time-consuming and effortful ways. Indeed, some research suggests that many elements of music knowledge are mostly implicitly acquired. In Chapter 1, the potential benefit of using an incidental learning procedure to automatize musical sub-skills useful for sight-reading and for pitch identification is discussed. In Chapter 2, the first set of experiments investigate whether an incidental contingency learning ta…
Relative importance of taste, texture and flavour on consumers memory for custard desserts
2006
International audience
The effect of explicit knowledge on sequence learning: A graded account
2004
In this paper, we study the effect of conscious knowledge on implicit sequence learning. To do so, in three sequence learning experiments, we manipulated (1) the extent to which instructions were intentional vs. incidental - intentional participants were informed of the existence of sequential regularities, and (2) the amount of explicit knowledge given to participants about the stimulus material. Results indicated that explicit knowledge improves sequence learning, as indexed by an increase in reaction times when the training sequence is unexpectedly replaced by another one. To enable us to differentiate between implicit and explicit learning, we applied the process dissociation procedure …
Vocabulary learning strategies : a study on Finnish first-year high school students’ independent vocabulary learning
2009
Oppimisstrategiat ovat olennainen osa vieraan kielen omaksumista, ja ne ovat jo pitkään olleet laajan tutkimuksen kohteena. Sanaston oppiminen nähdään yhä tärkeämpänä osana kielitaitoa ja koulujen opetusohjelmaa, minkä vuoksi sanaston oppimisstrategiat ovat kasvava tutkimuskohde kielitieteessä. Suuri osa uusien sanojen oppimisesta on kuitenkin oppilaiden omalla ajalla tapahtuvaa itsenäistä työskentelyä, ja tutkimus oppilaiden omista käsityksistä eri strategioiden käytöstä ja tehokkuudesta on ollut vähäisempää. Tämä kandidaatin tutkielma keskittyi selvittämään, millaisia strategioita lukion 1. vuoden opiskelijat käyttävät opiskellessaan sanastoa itsenäisesti, kuinka sitoutuneita he ovat…
Tacit tonality - Implicit learning of context-free harmonic structure
2009
Musical knowledge, like native language knowledge, is largely implicit, being represented without awareness of its complex structures and incidentally acquired through interaction with a large number of samples. Two experiments explore implicit learning of hierarchical harmonic structures of different complexity employing an artificial grammar learning paradigm. The experiments consisted of an incidental learning phase using a distraction task, and a testing phase employing the process dissociation procedure paradigm (Jacoby, 1991). Participants performed significantly above chance and recognised adjacent and long-distance dependencies in both experiments. Confidence ratings and inclusion/e…