Implicit and direct inference of artificial language rules in depressed and non-depressed individuals

The hypothesis that depressives are better implicit learners than non-depressives was tested. Forty subjects were assigned to depressed and non-depressed groups using the Beck Depression Inventory. Strings of letters formed by a complex rule system were used to test for the presence of rule learning. Half of each group was given explicit learning instructions on the rule induction task; consequently, the other half was given instructions to memorize stimulus items only, thus inducing implicit learning. Results show an overall main effect of instructions but no significant distinction could be made between depressed and non-depressed groups. The theoretical basis of implicit learning strategies as a possible causal element of depression within the context of Learned Helplessness/Hopelessness theories was discussed.