Regulation of implicit learning by means of directed feedback (experimental study of artificial grammars)

The article describes the procedure and the results of experimental study of the effects of directed feedback on effectiveness of implicit learning. A random generated artificial grammar was used. Two experimental conditions were created in experimental design. Participants in the first condition were informed about right answers only (positive feedback only), while participants in the second experimental condition were informed about wrong answers only (negative feedback only). Thus, participants were given feedback focused on right or wrong answers owing to the group they were randomly assigned before the procedure starded. The results show that feedback helps implicit learning anyway, despite of focusing on right or wrong answers.