Citation

McDowall J, Lustig A, Parkin G. Can. J. Exp. Psychol. 1995; 49(4): 415-436.

Affiliation

Department of Psychology, Victoria University of Wellington, New Zealand. mcdowall@vuw.ac.nz

Copyright

(Copyright © 1995, Canadian Psychological Association)

DOI

unavailable

PMID

9183985

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.

Language: en