The role of selective attention in implicit learning: evidence for a contextual cueing effect of task-irrelevant features

Abstract With attentional mechanisms, humans select and de-select information from the environment. But does selective attention modulate implicit learning? We tested whether the implicit acquisition of contingencies between features are modulated by the task-relevance of those features. We implemented the contingencies in a novel variant of the contextual cueing paradigm. In such a visual search task, participants could use non-spatial cues to predict target location, and then had to discriminate target shapes. In Experiment 1, the predictive feature for target location was the shape of the distractors (task-relevant). In Experiment 2, the color feature of distractors (task-irrelevant) cued target location. Results showed that participants learned to predict the target location from both the task-relevant and the task-irrelevant feature. Subsequent testing did not suggest explicit knowledge of the contingencies. For the purpose of further testing the significance of task-relevance in a cue competition situation, in Experiment 3, we provided two redundantly predictive cues, shape (task-relevant) and color (task-irrelevant) simultaneously, and subsequently tested them separately. There were no observed costs of single predictive cues when compared to compound cues. The results were not indicative of overshadowing effects, on the group and individual level, or of reciprocal overshadowing. We conclude that the acquisition of contingencies occurs independently of task-relevance and discuss this finding in the framework of the event coding literature.