PMID: 9183985Dec 1, 1995Paper

Indirect learning of event sequences: the effects of divided attention and stimulus continuity

Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Expérimentale
J McDowallG Parkin

Abstract

In a serial reaction time (SRT) task, the learning curve is sleeper when the stimuli are presented in a repeating sequential manner rather than in random order (Nissen & Bullemer, 1987). This is true even when subjects report being unaware of the presence of the repeating sequence. The present study examines the nature of this learning under conditions designed to reduce attentional resources and to disrupt the continuity of stimuli. In the first three experiments, subjects were trained in the SRT task, with or without the addition of a secondary tone counting task, and with repeating or non-repeating sequences. The results suggest that some sequence learning occurred despite the presence of a secondary task. Experiment 4 examined the extent of sequence learning when the inter-stimulus interval was varied between trials. The overall results suggest that despite reduced attentional allocation and discontinuous stimulus presentation, some sequence learning occurs. This result supports other work suggesting a dissociation between learning when measured explicitly, and when assessed through performance indicators.

Citations

Jun 4, 2013·Experimental Brain Research·Kanji Tanaka, Katsumi Watanabe
Aug 20, 2003·Journal of Experimental Psychology. Learning, Memory, and Cognition·Gilbert Remillard
Oct 6, 2010·Memory & Cognition·Gilbert Remillard
Jan 2, 2003·Perceptual and Motor Skills·Jascha RüsselerFrank Rösler
Sep 14, 2007·The Quarterly Journal of Experimental Psychology : QJEP·Gilbert Remillard
Jul 4, 2019·Experimental Psychology·Robert GaschlerHilde Haider

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