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...
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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 |
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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.</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 & 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 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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 & 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> |
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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 |
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