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Category: Data

Description: We investigated the effect of dyadic interaction on implicit learning performance using a visual artificial grammar learning task. The experiment consisted of a learning phase, dyadic and individual test phases, and the process dissociation procedure as an awareness measure. In the dyadic test phase, participants of the experimental group exchanged initial guesses and confidence ratings before revising their judgments. In the control group, participants could revise their responses but had no communication with each other.