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Description: Here we investigate 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 a 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. We find that dyadic interaction moderated the effect of response revision on categorization accuracy: initial judgments in the control group were more accurate than the revised ones, but the experimental group had a reverse trend.