Implicit Learning in Dyadic Interaction



The study examined the eff ect of dyadic interaction on the use of implicit knowledge in a perceptual categorization task. In the fi rst phase, participants memorized images of the target category. In the sec-ond and the third phases they categorized new stimuli. In the dyadic condition the second phase was held in a pair, and the third phase individually. In the individual condition participants completed all three phases on their own. Implicit knowledge was observed in both groups, but its stability was higher aft er work in pairs. Awareness of the implicit rule in both conditions was low, however participants of the dyadic condition mentioned less irrelevant characteristics of stimuli in the postexperimental questionnaire. The results indicate that dyadic interaction promotes the use of implicit knowledge.

General Information

Keywords: implicit learning, perceptual categorization, verbal overshadowing, dyadic interaction, group judgments, social verification

Journal rubric: General Psychology, Personality Psychology, History of Psychology

Article type: scientific article

For citation: Tikhonov R.V., Moroshkina N.V. Implicit Learning in Dyadic Interaction . Vestnik of Saint Petersburg University. Psychology, 2016. no. 4, pp. 75–87. (In Russ., аbstr. in Engl.)


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Information About the Authors

Roman V. Tikhonov, PhD in Psychology, Junior Researcher, Laboratory for Cognitive Studies, Saint Petersburg State University, Junior Researcher, Laboratory of Sociology in Education and Science, HSE University — Saint Petersburg, St.Petersburg, Russia, ORCID:, e-mail:

Nadezhda V. Moroshkina, PhD in Psychology, Senior Researcher, Cognitive Research Laboratory, St. Petersburg State University, St.Petersburg, Russia, e-mail:



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