Indirect Learning of Event Sequences: The Effects of Divided Attention and Stimulus Continuity

In a serial reaction time (SRT) task, the learning curve is steeper 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...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Canadian Journal of Experimental Psychology 1995-12, Vol.49 (4), p.415-436
Hauptverfasser: MCDOWALL, JOHN, LUSTIG, ANDREA, PARKIN, GAYNOR
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 436
container_issue 4
container_start_page 415
container_title Canadian Journal of Experimental Psychology
container_volume 49
creator MCDOWALL, JOHN
LUSTIG, ANDREA
PARKIN, GAYNOR
description In a serial reaction time (SRT) task, the learning curve is steeper 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.
doi_str_mv 10.1037/1196-1961.49.4.415
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_77947825</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>614421716</sourcerecordid><originalsourceid>FETCH-LOGICAL-a511t-8fb869b60d9f5d02fe2407d7c44df6fb7e94133eee974340454d33c1f5f7c4263</originalsourceid><addsrcrecordid>eNp9kdFLHDEQxoMoetX-A4Jw2KMvZc9MMrtJHotc24MDH9TnsJedyMrd7prsFvzvm-XOomL7MGRgft834RvGzoHPgUt1BWCKLBXM0cxxjpAfsAlopTMlDD9M_Qtwwj7F-Mh5kiEcs2MDWhqdT9hs2VR1INdPV1SGpm4epq2fLn5T009v6WmgxlE8Y0e-3ET6vH9P2f2Pxd31r2x183N5_X2VlTlAn2m_1oVZF7wyPq-48CSQq0o5xMoXfq3IIEhJREahRI45VlI68LlPjCjkKfu68-1Cm1bH3m7r6GizKRtqh2iVMqi0yBN4-Q58bIfQpL_ZAhAFKCj-BwnOZYEqH6Ev_4JAaGO0AT5SYke50MYYyNsu1NsyPFvgdjyFHZO2Y9IWjUWbTpFEF3vrYb2l6q9kn32af9vNy660XXx2Zehrt6HohhBS_tZR99pt9jH9FvsD4bKbsA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1289989106</pqid></control><display><type>article</type><title>Indirect Learning of Event Sequences: The Effects of Divided Attention and Stimulus Continuity</title><source>MEDLINE</source><source>EBSCOhost APA PsycARTICLES</source><source>Periodicals Index Online</source><creator>MCDOWALL, JOHN ; LUSTIG, ANDREA ; PARKIN, GAYNOR</creator><contributor>MacLeod, Colin M</contributor><creatorcontrib>MCDOWALL, JOHN ; LUSTIG, ANDREA ; PARKIN, GAYNOR ; MacLeod, Colin M</creatorcontrib><description>In a serial reaction time (SRT) task, the learning curve is steeper when the stimuli are presented in a repeating sequential manner rather than in random order ( Nissen &amp; 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.</description><identifier>ISSN: 1196-1961</identifier><identifier>ISSN: 0008-4255</identifier><identifier>EISSN: 1878-7290</identifier><identifier>DOI: 10.1037/1196-1961.49.4.415</identifier><identifier>PMID: 9183985</identifier><identifier>CODEN: CJEPEK</identifier><language>eng</language><publisher>Canada: Canadian Psychological Association</publisher><subject>Adult ; Attention ; Divided Attention ; Female ; Human ; Humans ; Interstimulus Interval ; Learning ; Male ; Psychology ; Psychology of learning ; Reaction Time ; Sequential Learning ; Stimulus Parameters ; Task Performance and Analysis</subject><ispartof>Canadian Journal of Experimental Psychology, 1995-12, Vol.49 (4), p.415-436</ispartof><rights>1995 Canadian Psychological Association</rights><rights>Copyright Canadian Psychological Association Dec 1995</rights><rights>1995, Canadian Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a511t-8fb869b60d9f5d02fe2407d7c44df6fb7e94133eee974340454d33c1f5f7c4263</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,778,782,27852,27907,27908</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/9183985$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>MacLeod, Colin M</contributor><creatorcontrib>MCDOWALL, JOHN</creatorcontrib><creatorcontrib>LUSTIG, ANDREA</creatorcontrib><creatorcontrib>PARKIN, GAYNOR</creatorcontrib><title>Indirect Learning of Event Sequences: The Effects of Divided Attention and Stimulus Continuity</title><title>Canadian Journal of Experimental Psychology</title><addtitle>Can J Exp Psychol</addtitle><description>In a serial reaction time (SRT) task, the learning curve is steeper when the stimuli are presented in a repeating sequential manner rather than in random order ( Nissen &amp; 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.</description><subject>Adult</subject><subject>Attention</subject><subject>Divided Attention</subject><subject>Female</subject><subject>Human</subject><subject>Humans</subject><subject>Interstimulus Interval</subject><subject>Learning</subject><subject>Male</subject><subject>Psychology</subject><subject>Psychology of learning</subject><subject>Reaction Time</subject><subject>Sequential Learning</subject><subject>Stimulus Parameters</subject><subject>Task Performance and Analysis</subject><issn>1196-1961</issn><issn>0008-4255</issn><issn>1878-7290</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1995</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>HYQOX</sourceid><sourceid>K30</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kdFLHDEQxoMoetX-A4Jw2KMvZc9MMrtJHotc24MDH9TnsJedyMrd7prsFvzvm-XOomL7MGRgft834RvGzoHPgUt1BWCKLBXM0cxxjpAfsAlopTMlDD9M_Qtwwj7F-Mh5kiEcs2MDWhqdT9hs2VR1INdPV1SGpm4epq2fLn5T009v6WmgxlE8Y0e-3ET6vH9P2f2Pxd31r2x183N5_X2VlTlAn2m_1oVZF7wyPq-48CSQq0o5xMoXfq3IIEhJREahRI45VlI68LlPjCjkKfu68-1Cm1bH3m7r6GizKRtqh2iVMqi0yBN4-Q58bIfQpL_ZAhAFKCj-BwnOZYEqH6Ev_4JAaGO0AT5SYke50MYYyNsu1NsyPFvgdjyFHZO2Y9IWjUWbTpFEF3vrYb2l6q9kn32af9vNy660XXx2Zehrt6HohhBS_tZR99pt9jH9FvsD4bKbsA</recordid><startdate>19951201</startdate><enddate>19951201</enddate><creator>MCDOWALL, JOHN</creator><creator>LUSTIG, ANDREA</creator><creator>PARKIN, GAYNOR</creator><general>Canadian Psychological Association</general><general>Educational Publishing Foundation</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>ADABO</scope><scope>BEAJS</scope><scope>EOLOZ</scope><scope>FKUCP</scope><scope>HYQOX</scope><scope>ICWRT</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDPSG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PEXHY</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>RYJCC</scope><scope>~P9</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>88G</scope><scope>88I</scope><scope>88J</scope><scope>8AF</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FQ</scope><scope>8FV</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2P</scope><scope>M2R</scope><scope>M3G</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7RZ</scope><scope>7X8</scope></search><sort><creationdate>19951201</creationdate><title>Indirect Learning of Event Sequences</title><author>MCDOWALL, JOHN ; LUSTIG, ANDREA ; PARKIN, GAYNOR</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a511t-8fb869b60d9f5d02fe2407d7c44df6fb7e94133eee974340454d33c1f5f7c4263</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1995</creationdate><topic>Adult</topic><topic>Attention</topic><topic>Divided Attention</topic><topic>Female</topic><topic>Human</topic><topic>Humans</topic><topic>Interstimulus Interval</topic><topic>Learning</topic><topic>Male</topic><topic>Psychology</topic><topic>Psychology of learning</topic><topic>Reaction Time</topic><topic>Sequential Learning</topic><topic>Stimulus Parameters</topic><topic>Task Performance and Analysis</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>MCDOWALL, JOHN</creatorcontrib><creatorcontrib>LUSTIG, ANDREA</creatorcontrib><creatorcontrib>PARKIN, GAYNOR</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Periodicals Archive Online Foundation Collection 3 (2022)</collection><collection>Periodicals Archive Online Foundation Collection 3</collection><collection>Periodicals Index Online Segment 01</collection><collection>Periodicals Index Online Segment 04</collection><collection>ProQuest Historical Periodicals</collection><collection>Periodicals Index Online Segment 28</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access &amp; Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Periodicals Archive Online Collection 9.2</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Periodicals Archive Online Foundation Collection 3.2</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access &amp; Build (Plan A) - APAC</collection><collection>Primary Sources Access &amp; Build (Plan A) - Canada</collection><collection>Primary Sources Access &amp; Build (Plan A) - West</collection><collection>Primary Sources Access &amp; Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - Midwest</collection><collection>Primary Sources Access &amp; Build (Plan A) - North Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Periodicals Index Online Segment 41</collection><collection>Periodicals Archive Online Collection 9</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>University Readers</collection><collection>Health &amp; Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Science Database (Alumni Edition)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>STEM Database</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Canadian Business &amp; Current Affairs Database</collection><collection>Canadian Business &amp; Current Affairs Database (Alumni Edition)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Health &amp; Medical Complete (Alumni)</collection><collection>Health &amp; Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Science Database (ProQuest)</collection><collection>Social Science Database</collection><collection>CBCA Reference &amp; Current Events</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>APA PsycArticles®</collection><collection>MEDLINE - Academic</collection><jtitle>Canadian Journal of Experimental Psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>MCDOWALL, JOHN</au><au>LUSTIG, ANDREA</au><au>PARKIN, GAYNOR</au><au>MacLeod, Colin M</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Indirect Learning of Event Sequences: The Effects of Divided Attention and Stimulus Continuity</atitle><jtitle>Canadian Journal of Experimental Psychology</jtitle><addtitle>Can J Exp Psychol</addtitle><date>1995-12-01</date><risdate>1995</risdate><volume>49</volume><issue>4</issue><spage>415</spage><epage>436</epage><pages>415-436</pages><issn>1196-1961</issn><issn>0008-4255</issn><eissn>1878-7290</eissn><coden>CJEPEK</coden><abstract>In a serial reaction time (SRT) task, the learning curve is steeper when the stimuli are presented in a repeating sequential manner rather than in random order ( Nissen &amp; 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.</abstract><cop>Canada</cop><pub>Canadian Psychological Association</pub><pmid>9183985</pmid><doi>10.1037/1196-1961.49.4.415</doi><tpages>22</tpages></addata></record>
fulltext fulltext
identifier ISSN: 1196-1961
ispartof Canadian Journal of Experimental Psychology, 1995-12, Vol.49 (4), p.415-436
issn 1196-1961
0008-4255
1878-7290
language eng
recordid cdi_proquest_miscellaneous_77947825
source MEDLINE; EBSCOhost APA PsycARTICLES; Periodicals Index Online
subjects Adult
Attention
Divided Attention
Female
Human
Humans
Interstimulus Interval
Learning
Male
Psychology
Psychology of learning
Reaction Time
Sequential Learning
Stimulus Parameters
Task Performance and Analysis
title Indirect Learning of Event Sequences: The Effects of Divided Attention and Stimulus Continuity
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-17T05%3A18%3A38IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Indirect%20Learning%20of%20Event%20Sequences:%20The%20Effects%20of%20Divided%20Attention%20and%20Stimulus%20Continuity&rft.jtitle=Canadian%20Journal%20of%20Experimental%20Psychology&rft.au=MCDOWALL,%20JOHN&rft.date=1995-12-01&rft.volume=49&rft.issue=4&rft.spage=415&rft.epage=436&rft.pages=415-436&rft.issn=1196-1961&rft.eissn=1878-7290&rft.coden=CJEPEK&rft_id=info:doi/10.1037/1196-1961.49.4.415&rft_dat=%3Cproquest_cross%3E614421716%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1289989106&rft_id=info:pmid/9183985&rfr_iscdi=true