Facial beauty affects implicit and explicit learning of men and women differently

The present work explores the unconscious and/or conscious nature of learning attractive faces of same and opposite sex, that is, of stimuli that experimental and neuroimaging research has shown to be rewarding and thus highly motivating. To this end, we examined performance of men and women while classifying strings of average and attractive faces for grammaticality in the experimental task of artificial grammar learning (AGL), which reflects both conscious and unconscious processes. Subjective measures were used to assess participants’ conscious and unconscious knowledge. It was found that female attractiveness impaired performance in male participants. In particular, male participants demonstrated the lowest accuracy while classifying beautiful faces of women. Conversely, female attractiveness facilitated performance in female participants. The pattern was similar for conscious and unconscious knowledge. Presumably, objects with high incentive salience, as are beautiful faces, captured resources, which were used in task relevant versus task irrelevant ways by women versus men. The present findings shed light on the relation of conscious and unconscious processing with affective and reward-related stimuli, as well as on gender differences underlying this relation

Restraint, disinhibition and food-related processing bias

This study examined associations between restraint, disinhibition and food-related processing bias (FPB, assessed by the emotional Stroop task) in males and females in the UK, Greece and Iran. Results showed high restraint was associated with higher FPB. However, high restrained current dieters showed lower FPB that high restrained non-dieters. There was no significant difference in FPB for those showing high versus low disinhibition. Results are discussed in relation to theories of incentive salience and current concerns

Role of prior knowledge in implicit and explicit learning of artificial grammars

Artificial grammar learning (AGL) performance reflects both implicit and explicit processes and has typically been modeled without incorporating any influence from general world knowledge. Our research provides a systematic investigation of the implicit vs. explicit nature of general knowledge and its interaction with knowledge types investigated by past AGL research (i.e., rule- and similarity-based knowledge). In an AGL experiment, a general knowledge manipulation involved expectations being either congruent or incongruent with training stimulus structure. Inconsistent observations paradoxically led to an advantage in structural knowledge and in the use of general world knowledge in both explicit (conscious) and implicit (unconscious) cases (as assessed by subjective measures). The above findings were obtained under conditions of reduced processing time and impaired executive resources. Κey findings from our work are that implicit AGL can clearly be affected by general knowledge, and implicit learning can be enhanced by the violation of expectations

Subjective measures of unconscious knowledge of concepts

Metaknowledge criteria, Verbal reports, Implicit knowledge, Explicit knowledge, Consciousness, Subjective measures, Concepts,