Running Head: EFFECTS OF GOAL MOTIVATION ON IMPLICIT LEARNING 1 The Effects of Goal Motivation on Implicit Sequence Learning

Implicit learning has been thought to be unaffected by intentions, yet recent studies suggest that it may be improved by goal pursuits (e.g., Eitam, Hassin, & Schul, 2008). This effect occurs even though the trigger for goal motivation is unrelated to the learning task at hand. These studies did not use clearly implicit tasks. The present study examined whether implicit learning is enhanced by priming the goal of achievement, even when explicit knowledge is eliminated. Implicit learning was assessed using an alternating serial reaction time (ASRT) paradigm, in which sequential dependencies exist across non-adjacent elements (Howard & Howard, 1997). In this task, implicit sequence learning is measured via trial-type effects (the accuracy and response time difference between predictable and unpredictable events), and explicit learning is ruled out via sensitive recognition measures. Prior to the ASRT, Goal and Control groups were given a word search task which did or did not contain achievement-related words. Overall, implicit sequence learning was not enhanced by priming the goal of achievement; both groups showed systematic and similar learning. The only exception was that on Epoch 3 (of the 9 epochs presented) the Goal group showed significantly more learning than Control. These findings suggest that if there is a goal motivation effect on implicit learning, it is transient and short-lived.