There is still debate on how people learn a sequence of stimuli in the serial reaction time (SRT) task. Two different theoretical models have been proposed for sequence learning: a continuous statistical process (e.g. Cleeremans, 1993) and a discrete chunking process (Perruchet & Vinter, 1998). There is evidence for the presence of both processes being active in implicit learning tasks. Yet, the learning of discrete sequence fragments has been difficult to show in implicit sequence learning during the SRT task. In order to find evidence of chunk learning in this paradigm, we will compare the effects of visual cueing and learning instructions. A color cue in the target stimuli was used in order to achieve uniform chunk formation across participants. Previous research has shown that while such cueing can lead to discrete learning, the effects disappear when participants are transferred to a non-cued task. We propose that an explicit learning instruction will lead to lasting uniform chunking, but also to more sequence awareness. Recently developed measures for the assessment of chunking and explicit knowledge will be applied to the data. Results will be discussed at the conference.
|Title of host publication||ASSC 16 Conference Handbook|
|Publication status||Published - 2012|
|Event||Unknown - |
Duration: 1 Jan 2012 → …
|Period||1/01/12 → …|
- Sequence learning
- Implicit learning