Negative priming in SRT learning: irrelevant sequence learning is enhanced by concurrent relevant sequence learning

Natacha Deroost; Peter Zeischka; Eric Soetens

doi:https://doi.org/10.1080/09541440701282159

Negatieve priming in sequentieleren

Natacha Deroost, Peter Zeischka, Eric Soetens

Onderzoeksoutput: Article › peer review

11 Citaten (Scopus)

12 Downloads (Pure)

Samenvatting

Onderzoek dat aantoont dat negatieve priming in sequentieleren enkel kan aangetoond worden wanneer relevante stromen van sequentiële informatie tegelijk worden aangeboden met irrelevante stromen van sequentiële informatie.

Vertaalde titel van de bijdrage	Negatieve priming in sequentieleren
Originele taal-2	English
Pagina's (van-tot)	47-68
Aantal pagina's	22
Tijdschrift	European Journal of Cognitive Psychology
Volume	20
Nummer van het tijdschrift	1
DOI's	https://doi.org/10.1080/09541440701282159
Status	Published - 1 jan 2008

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OZR1388: De rol van aandacht bij het impliciet leren van sequenties.
Deroost, N.
1/01/07 → 31/12/10
Project: Fundamenteel

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title = "Negative priming in SRT learning: irrelevant sequence learning is enhanced by concurrent relevant sequence learning",

abstract = "We investigated negative priming (NP) in sequence learning, as demonstrated by Cock et al. (2002). The NP effect in sequence learning refers to the observation that Serial Reaction Time performance becomes impaired when participants respond to a sequence they were previously ignoring. In Experiment 1, we established a NP effect with a complex second-order conditional sequence structure. Experiment 2 showed that NP occurs even when the irrelevant sequence is not synchronized with the relevant sequence. However, the results of Experiment 3 demonstrated that NP was absent when participants did not concurrently respond to a relevant sequence, while being exposed to the irrelevant sequence. These findings indicate that NP extends over complex forms of sequence learning, but requires concurrent learning of relevant sequences. We suggest that NP and the enhancement of (the expression of) learning of irrelevant sequences by concurrent learning of relevant sequences is guided by attentional processes.",

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author = "Natacha Deroost and Peter Zeischka and Eric Soetens",

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AU - Zeischka, Peter

AU - Soetens, Eric

PY - 2008/1/1

Y1 - 2008/1/1

N2 - We investigated negative priming (NP) in sequence learning, as demonstrated by Cock et al. (2002). The NP effect in sequence learning refers to the observation that Serial Reaction Time performance becomes impaired when participants respond to a sequence they were previously ignoring. In Experiment 1, we established a NP effect with a complex second-order conditional sequence structure. Experiment 2 showed that NP occurs even when the irrelevant sequence is not synchronized with the relevant sequence. However, the results of Experiment 3 demonstrated that NP was absent when participants did not concurrently respond to a relevant sequence, while being exposed to the irrelevant sequence. These findings indicate that NP extends over complex forms of sequence learning, but requires concurrent learning of relevant sequences. We suggest that NP and the enhancement of (the expression of) learning of irrelevant sequences by concurrent learning of relevant sequences is guided by attentional processes.

AB - We investigated negative priming (NP) in sequence learning, as demonstrated by Cock et al. (2002). The NP effect in sequence learning refers to the observation that Serial Reaction Time performance becomes impaired when participants respond to a sequence they were previously ignoring. In Experiment 1, we established a NP effect with a complex second-order conditional sequence structure. Experiment 2 showed that NP occurs even when the irrelevant sequence is not synchronized with the relevant sequence. However, the results of Experiment 3 demonstrated that NP was absent when participants did not concurrently respond to a relevant sequence, while being exposed to the irrelevant sequence. These findings indicate that NP extends over complex forms of sequence learning, but requires concurrent learning of relevant sequences. We suggest that NP and the enhancement of (the expression of) learning of irrelevant sequences by concurrent learning of relevant sequences is guided by attentional processes.

KW - implicit learning

KW - sequence learning

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DO - https://doi.org/10.1080/09541440701282159

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JO - European Journal of Cognitive Psychology

JF - European Journal of Cognitive Psychology

SN - 0954-1446

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Negatieve priming in sequentieleren

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OZR1388: De rol van aandacht bij het impliciet leren van sequenties.

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