Project description DEENESFRITPL Implicit and explicit learning in humans and primates The psychology of human learning distinguishes between implicit and explicit learning. A comparative method is essential to better understand the conditions of emergence, as well as functions and underlying mechanisms. However, the hypothesis of a similar distinction between implicit and explicit forms of learning in other species has been overlooked while their ontogeny in humans is not entirely understood. The EU-funded ImpExpPrimates project will assess the hypothesis of a dual-process account of sequence and artificial grammar learning in non-human primate species and detect its development from early childhood. The project will apply an innovative method using non-verbal computerised tasks equally usable in human adults, children, and non-human primates. Show the project objective Hide the project objective Objective Psychology of human learning distinguishes implicit learning, i.e. the incidental acquisition of unconscious knowledge, from explicit learning, i.e. the deliberate acquisition of conscious knowledge. Despite that a comparative and developmental approach is indispensable to better understand their conditions of emergence, functions and underlying mechanisms, the hypothesis of a similar distinction between implicit and explicit forms of learning in other species has been largely overlooked so far, and their ontogeny in humans is not fully understood. The present proposal offers to tackle this issue by assessing the hypothesis of a dual-process account of sequence and artificial grammar learning in a range of non-human primate species, and to trace its development from early childhood. For this purpose, we will adopt a novel approach by using non-verbal computerized tasks equally usable in human adults, children, and non-human primates. The proposed experiments rely on a well-established paradigm from the human literature, where a dissociation between implicit and explicit learning is evidenced by successful control over the expression of the acquired knowledge under conditions promoting explicit learning, and failure to do so under conditions promoting implicit learning. These studies will provide key data to characterize the relationships between learning and consciousness beyond the adult human mind, through the support of a leading expert in the study of conscious and unconscious processes in humans, Prof Jérôme Sackur (Ecole Normale Supérieure, France) and in collaboration with a renowned comparative and developmental psychologist, Prof Daniel Haun (Max Planck Institute for Evolutionary Anthropology, Germany). This interdisciplinary approach will be strengthened by initiating a collaborative research program aimed at exploring dual-process theories of cognition in a comparative and developmental perspective. Fields of science natural sciencesbiological scienceszoologymammalogyprimatologysocial sciencessociologyanthropologysocial sciencespsychologydevelopmental psychology Programme(s) H2020-EU.1.3. - EXCELLENT SCIENCE - Marie Skłodowska-Curie Actions Main Programme H2020-EU.1.3.2. - Nurturing excellence by means of cross-border and cross-sector mobility Topic(s) MSCA-IF-2020 - Individual Fellowships Call for proposal H2020-MSCA-IF-2020 See other projects for this call Funding Scheme MSCA-IF-EF-ST - Standard EF Coordinator ECOLE NORMALE SUPERIEURE Net EU contribution € 184 707,84 Address 45, rue d'ulm 75230 Paris France See on map Region Ile-de-France Ile-de-France Paris Activity type Higher or Secondary Education Establishments Links Contact the organisation Opens in new window Website Opens in new window Participation in EU R&I programmes Opens in new window HORIZON collaboration network Opens in new window Other funding € 0,00
