ABSTRACT
Implicit learning is often defined as an automatic process with low attentional requirements. Consequently, multiple studies have investigated whether implicit knowledge can be acquired under attentional load, but no consensus has yet been reached. The chapter aims to present the current state of the debate, with emphasis on the differences between implicit learning paradigms and the tasks used to induce attentional load. The chapter reviews the literature to clarify the circumstances under which implicit learning is found to be impaired. It is also argued that the discrepancies between results observed under artificial grammar learning and serial reaction time tasks may be a consequence of differences between the secondary tasks used to induce attentional load. To examine this issue further, four new experiments applying various types of secondary tasks (divided attention, random interval generation, random number generation and mental arithmetic tasks) have been reported. The results confirm that attentional load does not affect implicit learning. It was also concluded that future studies should not only compare different secondary tasks, but also manipulate condition difficulty within the task. Finally, the chapter argues for the use of Bayesian models to investigate the evidence that supports the hypothesis concerning the lack of effects of attentional load on implicit learning.
