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Implicit and explicit processes in phonological concept learning

Published online by Cambridge University Press:  22 March 2024

Elliott Moreton  and
Katya Pertsova Open the ORCID record for Katya Pertsova [Opens in a new window]
Elliott Moreton*
Affiliation:
Department of Linguistics, University of North Carolina, Chapel Hill, NC, USA
Katya Pertsova
Affiliation:
Department of Linguistics, University of North Carolina, Chapel Hill, NC, USA
*
Corresponding author: Elliott Moreton; Email: moreton@email.unc.edu
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Abstract

Non-linguistic pattern learning uses distinct implicit and explicit processes, which differ in behavioural signatures, inductive biases and proposed model architectures. This study asked whether both processes are available in phonotactic learning in the lab. Five Internet experiments collected generalisation, learning curves, response times and detailed debriefings from 671 valid participants. Implicit and explicit learners were found in all conditions and experiments. Objective measures of implicit vs. explicit learning were correlated with introspective self-report. Participants spontaneously discovered and named phonetic features. These findings contradict the common (usually tacit) assumption that ‘artificial-language’ participants learn only implicitly. Learning mode also affected inductive bias: Implicit learning improved performance on family-resemblance patterns relative to biconditionals (if-and-only-if, exclusive-or) in two experiments. The direction of this effect is unexpected under many current theories of how implicit and explicit concept learning differ, and is consistent with models of explicit learning which take pattern-irrelevant features into account.

Keywords

phonotactic learningphonological learningconcept learningimplicit learningexplicit learninginductive biasartificial language

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Phonology , Volume 40 , Issue 1-2 , February 2023 , pp. 101 - 153
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© The Author(s), 2024. Published by Cambridge University Press

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