A sign or a shape? Implicit learning of spatial regularity in size comparison tasks using numbers or geometrical figures

Abstract

We are capable of finding out and learning spatial regularities in different layouts surrounding us. It may happen unconsciously while we are busy with other tasks, thus affecting our further actions. Nevertheless, spatial regularities are only acquired occasionally, and it remains unclear what exactly contributes to the implicit learning of such regularities. Is it possible to learn spatial regularities without motor activity? To what degree such learning is based on perceptual features of the perceived stimuli? The present study aimed to answer these questions. Participants of the two planned studies solved a set of simple tasks. In each study the stimuli were spatially organized in accordance to the same rule. The first study utilized a search task of a geometric figure of the specific size. The second one utilized numbers instead. Thus, the spatial regularity to be learned in the first study was based on perceptual features of the stimuli, whereas in the second study it was not. No learning effect was found neither in solution time nor in the classification task. Due to the heterogeneity of the task difficulty across the study an additional analysis was further applied. The tasks were divided into two categories: easy and difficult. It was found that the implicit learning of spatial regularity without motor component was available for difficult tasks only. The implicit learning effect was found with regards to the solution time, but not classification accuracy. For the tasks based on perceptual features in the first study, both positive and negative learning effects were found. For the tasks based on semantic features in the second study, only negative learning effects was detected. The results of the current study are discussed within the field of contextual cueing.