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Individual differences in implicit learning: initial exploration of clinical utility
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Individual differences in implicit learning: initial exploration of clinical utility

Daniel Grady Smith
Master of Science (M.S.), Drexel University
Dec 2013
DOI:
https://doi.org/10.17918/etd-4496
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Abstract

Implicit learning Psychometrics Psychology
At present, no reliable implicit learning (IL) measure exists for use in the clinical setting, though recent evidence suggests that IL can predict individual differences in syntactic comprehension and word segmentation among and between neuropsychiatrically typical and atypical individuals. In the present series of studies, we designed and tested an adaptation of a paradigmatic IL task (Serial Response Time Task) with the goal of creating a motivating and practical clinical tool. The pilot and primary experiments (N = 7, N = 41, respectively) revealed that reliable individual differences in IL are observed during our versions of the task, but only when accounting for confounds related to both the probability and magnitude of movement in a mixed-effects model analysis. Correlational analyses from a subset of individuals completing the task (N = 24) indicate that implicit learning was not associated with syntactic comprehension, working memory, or IQ. We conclude that this new task is promising given it is a substantially shorter task than those typically used in the experimental literature, yet is nevertheless able to detect reliable individual differences despite confounds. Several modifications to the task are recommended that aim to reduce the influence of confounds, and more cleanly represent IL ability.

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