This study addresses the role of awareness in learning and the variables that may facilitate adult second language (L2) implicit learning. We replicated Williams's (2005) study with a similar group of academic learners enrolled at university as well as a group of non-college-educated adults in order to explore the generalizability of the findings to an underrepresented population in research on L2 acquisition. Our results revealed that academic learners implicitly acquired items encountered during training (trained items), but this learning disappeared when academic and nonacademic groups were combined. We also observed modest correlations between intelligence and implicit learning of trained items; however, this association disappeared when other variables were considered. Overall, our study highlights the limited potential of implicit form–meaning associations for L2 adults in more general populations and emphasizes the challenges associated with convenience sampling in L2 research (Andringa & Godfroid, 2020). Additionally, it underscores the independence of individual differences in reading exposure, years of education, and nonverbal intelligence for implicit learning of trained items.

中文翻译：

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学术和非学术样本的无意识学习：个体差异研究

本研究探讨了意识在学习中的作用以及可能促进成人第二语言 (L2) 内隐学习的变量。我们对一组类似的大学入学学术学习者以及一组未受过大学教育的成年人重复了 Williams (2005) 的研究，以探索研究结果对第二语言习得研究中代表性不足的人群的普遍性。我们的结果显示，学术学习者隐式获得了训练期间遇到的项目（训练项目），但当学术组和非学术组结合在一起时，这种学习就消失了。我们还观察到智力与训练项目的内隐学习之间存在适度的相关性。然而，当考虑其他变量时，这种关联就消失了。总体而言，我们的研究强调了更一般人群中第二语言成人的隐式形式-含义关联的潜力有限，并强调了第二语言研究中与便利抽样相关的挑战（Andringa & Godfroid，2020）。此外，它还强调了阅读暴露、受教育年限以及对训练项目的内隐学习的非语言智力方面的个体差异的独立性。