The influence of personality and working memory capacity on implicit learning.

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    The main objective of this study was to influence implicit learning through two different classical manipulations and to inspect whether working memory capacity (WMC) and personality were related to the different measures of learning. With that purpose, in Experiment 1 we asked 172 undergraduate students of psychology to perform a serial reaction time (SRT) task under single- or dual-task conditions and to complete a WMC task and a personality test. In Experiment 2, 164 students performed the SRT task under incidental or intentional conditions and also filled a WMC task and a personality test. In both experiments, WMC influenced learning, but this relation was found only when attention was not loaded (Experiment 1) or when intentional instructions were given (Experiment 2). The pattern of relations with personality, although more varied, also showed a commonality between both experiments: learning under the most implicit conditions correlated positively with extraversion.
    Original languageEnglish
    Pages (from-to)2603-2614
    JournalQuarterly journal of experimental psychology
    Volume71
    Issue number12
    DOIs
    Publication statusPublished - 1 Dec 2018

    Keywords

    • short-term memory
    • personality assessment
    • implicit memory
    • implicit learning
    • students
    • personality
    • psychology
    • working memory capacity

    Cite this

    @article{f06895a7dcf24d04b8f5ba7a8e39459a,
    title = "The influence of personality and working memory capacity on implicit learning.",
    abstract = "The main objective of this study was to influence implicit learning through two different classical manipulations and to inspect whether working memory capacity (WMC) and personality were related to the different measures of learning. With that purpose, in Experiment 1 we asked 172 undergraduate students of psychology to perform a serial reaction time (SRT) task under single- or dual-task conditions and to complete a WMC task and a personality test. In Experiment 2, 164 students performed the SRT task under incidental or intentional conditions and also filled a WMC task and a personality test. In both experiments, WMC influenced learning, but this relation was found only when attention was not loaded (Experiment 1) or when intentional instructions were given (Experiment 2). The pattern of relations with personality, although more varied, also showed a commonality between both experiments: learning under the most implicit conditions correlated positively with extraversion.",
    keywords = "short-term memory, personality assessment, implicit memory, implicit learning, students, personality, psychology, working memory capacity, leergedrag, studenten, psychologie",
    author = "{Guzm{\'a}n Mu{\~n}oz}, {Francisco Javier}",
    year = "2018",
    month = "12",
    day = "1",
    doi = "10.1177/1747021817749582",
    language = "English",
    volume = "71",
    pages = "2603--2614",
    journal = "Quarterly journal of experimental psychology",
    issn = "1747-0218",
    publisher = "SAGE Publications",
    number = "12",

    }

    The influence of personality and working memory capacity on implicit learning. / Guzmán Muñoz, Francisco Javier.

    In: Quarterly journal of experimental psychology, Vol. 71, No. 12, 01.12.2018, p. 2603-2614.

    Research output: Contribution to journalArticleAcademicpeer-review

    TY - JOUR

    T1 - The influence of personality and working memory capacity on implicit learning.

    AU - Guzmán Muñoz, Francisco Javier

    PY - 2018/12/1

    Y1 - 2018/12/1

    N2 - The main objective of this study was to influence implicit learning through two different classical manipulations and to inspect whether working memory capacity (WMC) and personality were related to the different measures of learning. With that purpose, in Experiment 1 we asked 172 undergraduate students of psychology to perform a serial reaction time (SRT) task under single- or dual-task conditions and to complete a WMC task and a personality test. In Experiment 2, 164 students performed the SRT task under incidental or intentional conditions and also filled a WMC task and a personality test. In both experiments, WMC influenced learning, but this relation was found only when attention was not loaded (Experiment 1) or when intentional instructions were given (Experiment 2). The pattern of relations with personality, although more varied, also showed a commonality between both experiments: learning under the most implicit conditions correlated positively with extraversion.

    AB - The main objective of this study was to influence implicit learning through two different classical manipulations and to inspect whether working memory capacity (WMC) and personality were related to the different measures of learning. With that purpose, in Experiment 1 we asked 172 undergraduate students of psychology to perform a serial reaction time (SRT) task under single- or dual-task conditions and to complete a WMC task and a personality test. In Experiment 2, 164 students performed the SRT task under incidental or intentional conditions and also filled a WMC task and a personality test. In both experiments, WMC influenced learning, but this relation was found only when attention was not loaded (Experiment 1) or when intentional instructions were given (Experiment 2). The pattern of relations with personality, although more varied, also showed a commonality between both experiments: learning under the most implicit conditions correlated positively with extraversion.

    KW - short-term memory

    KW - personality assessment

    KW - implicit memory

    KW - implicit learning

    KW - students

    KW - personality

    KW - psychology

    KW - working memory capacity

    KW - leergedrag

    KW - studenten

    KW - psychologie

    UR - http://www.mendeley.com/research/influence-personality-working-memory-capacity-implicit-learning

    U2 - 10.1177/1747021817749582

    DO - 10.1177/1747021817749582

    M3 - Article

    VL - 71

    SP - 2603

    EP - 2614

    JO - Quarterly journal of experimental psychology

    JF - Quarterly journal of experimental psychology

    SN - 1747-0218

    IS - 12

    ER -