NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ933737
Record Type: Journal
Publication Date: 2011-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0096-1523
Implicit Sequence Learning and Contextual Cueing Do Not Compete for Central Cognitive Resources
Jimenez, Luis; Vazquez, Gustavo A.
Journal of Experimental Psychology: Human Perception and Performance, v37 n1 p222-235 Feb 2011
Sequence learning and contextual cueing explore different forms of implicit learning, arising from practice with a structured serial task, or with a search task with informative contexts. We assess whether these two learning effects arise simultaneously when both remain implicit. Experiments 1 and 2 confirm that a cueing effect can be observed under a continuous setting and that there is no interference between contextual cueing and sequence learning. Experiments 3a and 3b tested whether an interference arises specifically when the sequence becomes explicit. Results show that the expression of contextual cueing disappeared in those conditions but that context information is still acquired, and it affects performance when the sequence is removed. The results are discussed in relation to the current debates about the automaticity of implicit learning, and about the role of attention in the acquisition and expression of contextual cueing. (Contains 1 table and 5 figures.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile (Santiago)