A long-standing issue in psychology is whether learning can occur in the absence of awareness. A recent study reported a robust conditioning effect for pattern-masked nonwords, and a regression of participants' conditioning effect on their ability to perceptually discriminate between these stimuli found a positive intercept and a nonsignificant slope (Greenwald & De Houwer, 2017). These results were interpreted as evidence for an unconscious-learning process operating independently from-and in the absence of-awareness. The present study extended the set of awareness measures and addressed procedural limitations as well as analytical assumptions to scrutinize whether the finding indeed presents evidence for unconscious learning. We also tested the contributions of evaluative, perceptual, and motor processes to the conditioning effect. Results contradicted simple evaluative, perceptual, or motor accounts. While consistent with conditioning in the absence of awareness, results yielded evidence against their independence. We discuss alternative accounts of the effect as well as the assumptions underlying the unconscious-learning claim. (PsycInfo Database Record (c) 2026 APA, all rights reserved).
Thomasius et al. (Sun,) studied this question.