Citation

Nemeth D, Hallgató E, Janacsek K, Sándor T, Londe Z. Neuroreport 2009; 20(18): 1654-1658.

Affiliation

aInstitute of Psychology, University of Szeged, Hungary bCenter for the Brain Basis of Cognition, Georgetown University, Washington DC cAmerican Language Institute, University of Southern California, Los Angeles, USA.

Copyright

(Copyright © 2009, Lippincott Williams and Wilkins)

DOI

10.1097/WNR.0b013e328333ba08

PMID

19901856

Abstract

Implicit skill learning underlies not only motor but also cognitive and social skills, and represents an important aspect of life from infancy to old age. Earlier research examining this fundamental form of learning has shown that learning relies on motor and perceptual skills, along with the possible role of oculomotor learning. The goals of this study were to determine whether motor or perceptual cues provide better prompts to sequence learning and to remove the possibility of oculomotor learning during the task. We used a modified version of the probabilistic alternating serial reaction time task, which allowed the separation of motor and perceptual factors. Our results showed that motor and perceptual factors influenced skill learning to a similar extent.

Language: en