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ERIC Number: EJ809703
Record Type: Journal
Publication Date: 2008-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0278-7393
How Incidental Sequence Learning Creates Reportable Knowledge: The Role of Unexpected Events
Runger, Dennis; Frensch, Peter A.
Journal of Experimental Psychology: Learning, Memory, and Cognition, v34 n5 p1011-1026 Sep 2008
Research on incidental sequence learning typically is concerned with the characteristics of implicit or nonconscious learning. In this article, the authors aim to elucidate the cognitive mechanisms that contribute to the generation of explicit, reportable sequence knowledge. According to the unexpected-event hypothesis (P. A. Frensch, H. Haider, D. Runger, U. Neugebauer, S. Voigt, & J. Werg, 2003), individuals acquire reportable knowledge when they search for the cause of an experienced deviation from the expected task performance. The authors experimentally induced unexpected events by disrupting the sequence learning process with a modified serial reaction time task and found that, unlike random transfer sequences, a systematic transfer sequence increased the availability of reportable sequence knowledge. The lack of a facilitative effect of random sequences is explained by the detrimental effect of random events on the presumed search process that generates reportable knowledge. This view is corroborated in a final experiment in which the facilitative effect of systematic transfer blocks is offset by a concurrent secondary task that was introduced to interfere with the search process during transfer. (Contains 2 tables, 5 figures, and 4 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A