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ERIC Number: EJ903776
Record Type: Journal
Publication Date: 2010-Nov
Pages: 18
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0278-7393
What Matters in Implicit Task Sequence Learning: Perceptual Stimulus Features, Task Sets, or Correlated Streams of Information?
Weiermann, Brigitte; Cock, Josephine; Meier, Beat
Journal of Experimental Psychology: Learning, Memory, and Cognition, v36 n6 p1492-1509 Nov 2010
Implicit task sequence learning may be attributed to learning the order of perceptual stimulus features associated with the task sequence, learning a series of automatic task set activations, or learning an integrated sequence that derives from 2 correlated streams of information. In the present study, our purpose was to distinguish among these 3 possibilities. In 4 separate experiments, we replicated and extended a previous study by Heuer, Schmidtke, and Kleinsorge (2001). The presence or absence of a sequence of tasks, as well as that of a sequence of different task-to-response mappings, was manipulated independently within experiments. Evidence of implicit sequence learning was found only when correlated sequences of tasks and mappings were present. No sequence learning effects were found when only a single task sequence or a single mapping sequence was present, even when the structure of the single sequence was identical to the structure of the integrated sequence of task-mapping combinations. These results suggest that implicit task sequence learning is not dependent on either perceptual learning of stimulus features or automatic task-set activation per se. Rather, it appears to be driven by correlated streams of information. (Contains 5 tables and 6 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A