Perceptual load improves the expression but not learning of relevant sequence information.

Natacha Deroost; Daphne Coomans; Eric Soetens

doi:https://doi.org/10.1027/1618-3169.56.2.84

Perceptuele belasting heeft een invloed op de uitdrukking, maar niet op het leren van relevante sequentiële informatie

Natacha Deroost, Daphne Coomans, Eric Soetens

Onderzoeksoutput: Article › peer review

12 Citaten (Scopus)

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Onderzoek dat aantoont dat perceptuele belasting een invloed heeft op de uitdrukking, maar niet op het leren van relevante sequentiële informatie

Vertaalde titel van de bijdrage	Perceptuele belasting heeft een invloed op de uitdrukking, maar niet op het leren van relevante sequentiële informatie
Originele taal-2	English
Pagina's (van-tot)	84-91
Aantal pagina's	8
Tijdschrift	Experimental Psychology
Volume	2
Nummer van het tijdschrift	56
DOI's	https://doi.org/10.1027/1618-3169.56.2.84
Status	Published - 1 jan 2009

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https://doi.org/10.1027/1618-3169.56.2.84

OZR1582: De invloed van piekeren op het cognitief functioneren.
Deroost, N.
1/01/08 → 31/12/13
Project: Fundamenteel
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 = "Perceptual load improves the expression but not learning of relevant sequence information.",

abstract = "In two experiments, we investigated the hypothesis of Rowland and Shanks (2006a) that sequence learning of relevant information is resistant to variations in perceptual load. Under conditions of increased selection difficulty, participants incidentally learned a sequence of targets presented together with three distractors. Target and distractors were composed of pairs of letters and shared more of less features with each other, rendering perceptual identification of the target either more (high load) or less (low load) attention demanding. The expression of sequence learning improved significantly under high load conditions as compared to low load conditions. This could indicate that the cognitive system promotes the development of response-based sequence learning in order to cope with the attentional demands arising from high perceptual load. However, the learning process itself, proved to be unaffected by perceptual load when tested under baseline conditions without distractors (Experiment 1) or under opposite load conditions as during training (Experiment 2). This demonstrates that sequence learning is not influenced by increasing selection demands and suggests that sequence learning runs independently of input attention.",

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AU - Deroost, Natacha

AU - Coomans, Daphne

AU - Soetens, Eric

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Y1 - 2009/1/1

N2 - In two experiments, we investigated the hypothesis of Rowland and Shanks (2006a) that sequence learning of relevant information is resistant to variations in perceptual load. Under conditions of increased selection difficulty, participants incidentally learned a sequence of targets presented together with three distractors. Target and distractors were composed of pairs of letters and shared more of less features with each other, rendering perceptual identification of the target either more (high load) or less (low load) attention demanding. The expression of sequence learning improved significantly under high load conditions as compared to low load conditions. This could indicate that the cognitive system promotes the development of response-based sequence learning in order to cope with the attentional demands arising from high perceptual load. However, the learning process itself, proved to be unaffected by perceptual load when tested under baseline conditions without distractors (Experiment 1) or under opposite load conditions as during training (Experiment 2). This demonstrates that sequence learning is not influenced by increasing selection demands and suggests that sequence learning runs independently of input attention.

AB - In two experiments, we investigated the hypothesis of Rowland and Shanks (2006a) that sequence learning of relevant information is resistant to variations in perceptual load. Under conditions of increased selection difficulty, participants incidentally learned a sequence of targets presented together with three distractors. Target and distractors were composed of pairs of letters and shared more of less features with each other, rendering perceptual identification of the target either more (high load) or less (low load) attention demanding. The expression of sequence learning improved significantly under high load conditions as compared to low load conditions. This could indicate that the cognitive system promotes the development of response-based sequence learning in order to cope with the attentional demands arising from high perceptual load. However, the learning process itself, proved to be unaffected by perceptual load when tested under baseline conditions without distractors (Experiment 1) or under opposite load conditions as during training (Experiment 2). This demonstrates that sequence learning is not influenced by increasing selection demands and suggests that sequence learning runs independently of input attention.

KW - implicit learning

KW - attention

KW - perceptual load

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DO - https://doi.org/10.1027/1618-3169.56.2.84

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EP - 91

JO - Experimental Psychology

JF - Experimental Psychology

SN - 1618-3169

IS - 56

ER -

Perceptuele belasting heeft een invloed op de uitdrukking, maar niet op het leren van relevante sequentiële informatie

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Projecten

OZR1582: De invloed van piekeren op het cognitief functioneren.

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

Citeer dit