Abstract
Humans excel at a variety of learned and highly skilled activities in which complex sequential behavior is distributed over time. The major theme of this chapter concerns the hypothesis that sequence learning and production of sequences of activities involves not a single function, but rather is made up of multiple components. For example, in playing a piano, pitch is mapped to key position and key position is mapped to the motor system for bringing the arms, hands, and fingers to the keys. In addition to this spatial mapping, the pianist must learn the sequence of notes or keys that correspond to a piece of music. The sequential representation must indicate not only which note or key is next in a series, but must also specify the intervals at which the keys should be hit and with what intensity. In other activities, dancing for example, trajectory through space, and not just the target of movement, must be specified. It is likely that some of these functions are independent of one another, both in the psychological sense that one function can be affected with minimal or no influence on another, and in a neurobiological sense in that they depend on different brain regions. This chapter will focus on a selected aspect of skill, the representation of learned sequences, and will consider only those representations that specify the succession of events. One of the issues to be addressed is the relationship between the representation of a sequence and the motor system that actually produces the sequence. Evidence will be presented that sequence representation is relatively abstract and independent of the implementation system. A second line of evidence to be presented suggests that the sequential representation itself has constituent parts or modules.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Alexander, G. E., Crutcher, M. D., and DeLong, M. R., 1990, Basal ganglia thalamo-cortical circuits: Parallel substrates for motor control, oculomotor, “prefrontal” and “limbic” functions, Prog. Brain Res., 85:119.
Berkenblit, M. B., and Feldman, A. G., 1988, Some problems of motor control, J. Motor Behav., 20:369.
Berry, D.,1994, Implicit Learning: Twenty five years on. A tutorial, in: “Attention and Performance XV: Conscious and Nonconscious Information Processing”, C. Umiltë and M. Moscovitch, eds., MIT Press, Cambridge, MA.
Cleeremans, A., 1993a, “Mechanisms of Implicit Learning: Connectionist Models of Sequence Processing”, MIT Press, Cambridge, MA.
Cleeremans, A., 1993b, Attention and awareness in sequence learning, in: “Proceedings of the 15th Annual Conference of the Cognitive Science Society”, Erlbaum, Hillsdale, NJ.
Cleeremans, A. and McClelland, J. L., 1991, Learning the structure of event sequences, J. Exp. Psychol.: Gen., 120:235.
Cohen, A., and Curran, T., 1993, On tasks, knowledge, correlations, and dissociations: Comment on Perruchet and Amorim. J. Exp. Psychol.: Learning, Memory, and Cognition, 19:1431.
Cohen, A., Ivry, R. I., and Keele, S. W., 1990, Attention and structure in sequence learning, J. Exp. Psychol.: Learning, Memory, and, Cognition, 16:17.
Curran, T., and Keele, S. W., 1993, Attentional and nonattentional forms of sequence learning, J. Exp. Psychol.: Learning, Memory, and Cognition, 19:189.
Dienes, Z., Broadbent, D., and Berry, D., 1991, Implicit and explicit knowledge bases in artificial grammar learning, J. Exp. Psychol: Learning, Memory, and Cognition, 17:875.
Elman, J. L., 1990, Finding structure in time, Cognit. Sci., 14:179.
Ferraro, F. R., Balota, D. A., and Connor, L. T., 1993, Implicit memory and the formation of new associations in nondemented Parkinson’s disease individuals and individuals with senile dementia of the Alzheimer type: A serial reaction time (SRT) investigation, Brain and Cognition, 21:163.
Frensch, P. A., Buchner, A., and Lin, J., 1994, Implicit learning of unique and ambiguous serial transactions in the presence and absence of a distractor task, J. Exp. Psychol.: Learning, Memory, and Cognition, 20:567.
Frensch, P. A., and Miner, C. S., 1994,Effects of presentation rate and individual differences in short-term memory capacity on an indirect measure of serial learning, Memory and Cognition, 5:95.
Fuster, J. M., 1993, Frontal lobes, Curr. Opin. Neurobiol., 3:160.
Goldman-Rakic, P. S., 1990, Cellular and circuit basis of working memory in prefrontal cortex of nonhuman primates, Prog. Brain Res., 5:325.
Gonzalez, L. J., and Heilman, K. M., 1985, Ideomotor apraxia: Gestural discrimination, comprehension and memory, in: “Neuropsychological Studies of Aapraxia”, E. A. Roy, ed., North Holland Publishers, New York, NY.
Goodale, M. A., 1993, Visual pathways supporting perception and action in the primate cerebral cortex, Curr. Opin. Neurobiol., 3:578.
Gordon, P. C., and Meyer, D. E., 1987, Control of serial order in rapidly spoken syllable sequences, J. Memory Language, 26:300.
Grafton, S. T., Hazeltine, E., and Ivry, R., 1995, Functional mapping of sequence learning in normal humans, J. Cognit. Neurosci., in press.
Greenfield, P. M., 1991, Language, tools and brain: The ontogeny and phylogeny of hierarchically organized behavior, Behav. Brain Sci., 14:531.
Heilman, K. M., Rothi, L. J., and Valenstein, E., 1982, Two forms of ideomotor apraxia, Neurology, 32:342.
Hillis, A. E., and Caramazza, A., 1988, The graphemic buffer and attentional mechanisms, Report no. 30, Cognitive Neuropsychology Laboratory, Johns Hopkins University, Baltimore, MD.
Ivry, R. I. and Gopal, H. S., 1992, Speech production and perception in patients with cerebellar lesions, in: “Attention and Performance XIII”, D. Meyer and S. Kornblum, eds., MIT Press, Cambridge, MA.
Ivry, R. I. and Keele, S. W., 1989, Timing functions of the cerebellum, Cognit. Neurosci., 1:134.
Jackson, G., and Jackson, S., 1992, Sequence structure and sequential learning: The evidence from aging reconsidered, Technical Report No. 92–9, Institute of Cognitive and Decision Sciences, University of Oregon, Eugene, OR.
Jackson, S. R., Jackson, G. M., Harrison, J., Henderson, L., and Kennard, C., 1995, Serial reaction time learning and Parkinson’s disease: Evidence for a procedural learning deficit, Neuropsychologia, 33:577.
Jordan, M. I., 1986, Serial order: A parallel distributed processing approach, ICS Report 8604, Institute for Cognitive Science, University of California, San Diego, La Jolla, CA.
Jordan, M. I., 1995, The organization of action sequences: Evidence from a relearning task. J. Motor Behav. 27, 179–211.
Keele, S. W., Cohen, A., and Ivry, R. I., 1990, Motor programs: Concepts and issues, in: “Attention and Performance XIII”, M. Jeannerod, ed., Lawrence Erlbaum Associates, Hillsdale, NJ.
Keele, S. W., and Ivry, R., 1990, Does the cerebellum provide a common computation for diverse tasks: A timing hypothesis, in: “The Development and Neural Bases of Higher Cognitive Function”, A. Diamond, ed., Ann. NY Acad. Sci., 608:179.
Keele, S. W., and Jennings, P., 1992, Attention in the representation of sequence: Experiment and theory, Human Movement Science, 11:125.
Keele, S. W., Jennings, P., Jones, S., Caulton, D., and Cohen, A., 1995, On the modularity of sequence representations, J. Motor Behav. 27:17.
Knopman, D., and Nissen, M. J., 1991, Procedural learning is impaired in Huntington’s disease: Evidence from the serial reaction time task, Neuropsychologia, 29:245.
Lavond, D. G., Lincoln, J. S., McCormick, D. A., and Thompson, R. F., 1984, Effects of bilateral lesions of the dentate and interpositus nuclei on conditioning of heart-rate and nictitating membrane/eyelid responses in the rabbit, Brain Res., 305:323.
MacKay, D. G., 1982, The problem of flexibility and fluency in skilled behavior, Psychol. Rev., 89:483.
MacKay, D. G., 1987, “The Organization of Perception and Action”, Springer-Verlag, New York, NY.
Mayr, U., 1994, “Spatial attention and implicit sequence learning: Evidence for independent learning of spatial and nonspatial sequences, Technical Report. 94–13, Institute of Cognitive and Decision Sciences, University of Oregon, Eugene, OR.
Mesulam, M.-M., 1985, Patterns in behavioral neuroanatomy: Association areas, the limbic system, and hemispheric specialization, in: “Principles of Behavioral Neurology”, M.-M. Mesulam, ed., F. A. Davis Company, Philadelphia, PA.
Mesulam, M.-M., 1990, Large-scale neurocognitive networks and distributed processing for attention, language, and memory, Ann. Neurol., 28:597.
Nissen, M. J., and Bullemer, P., 1987, Attentional requirements of learning: Evidence from performance measures, Cognit. Psychol., 19:1.
Nissen, M. J., Knopman, D. S., and Schacter, D. L., 1987, Neurochemical dissociation of memory systems, Neurology, 37:789.
Nissen, M. J., Willingham, D., and Hartman, M., 1989, Explicit and implicit remembering: When is learning preserved in amnesia, Neuropsychologia, 27:341.
Pascual-Leone, A., Grafman, J., Clark, K., Stewart, M., Massaquoi, S., Lou, J.-S., and Hallett, M., 1993, Procedural learning in Parkinson’s disease and cerebellar degeneration, Ann. Neurol., 34:594.
Passingham, R. E., 1993, “The Frontal Lobes and Voluntary Action”, Oxford University Press, Oxford, UK
Perrett, S. P., Ruiz, B. P., and Mauk, M. D., 1993, Cerebellar cortex lesions disrupt learning-dependent timing of conditioned eyelid responses, J.Neurosci., 13:1708.
Perruchet, P., and Amorim, M., 1992, Conscious knowledge and changes in performance in sequence learning: Evidence against dissociation, J. Exp. Psychol.: Learning, Memory, and Cognition, 18:785.
Povel, D. J., and Collard, R., 1982, Structural factors in patterned finger tapping, Acta Psychol., 52:107.
Raibert, M. H., 1977, Motor control and learning by the state space model, Technical Report AI-M-351, NTIS AD-A026-960, Massachusetts Institute of Technology, Cambridge, MA.
Reber, A. S., 1989, Implicit learning and tacit knowledge, J. Exp. Psychol.: Gen., 118:219.
Restle, F., and Burnside, B. L., 1972, Tracking of serial patterns, J. Exp. Psychol., 95:299.
Rizzolatti, G., Gentilucci, M., 1988, Motor and visual-motor functions of the premotor cortex, in: “Neurobiology of Neocortex”, P. Rakic and W. Singer, eds., Wiley, New York, NY.
Rosenbaum, D. A., 1987, Successive approximations to a model of human motor programming, in: “The Psychology of Learning and Motivation”, G. Bower, ed., Academic Press, New York, NY.
Rozin, P., 1976, The evolution of intelligence and access to the cognitive unconscious, in: “Progress in Psychobiology and Physiological Psychology”, J. M. Sprague and A. N. Epstein, eds., Academic Press, New York, NY.
Shanks, D. R., and St. John, M. F., 1994, Characteristics of dissociable human learning systems, Behav. Brain Sci., 17:367.
Stadler, M. A., 1989, On the learning of complex procedural knowledge, J. Exp. Psychol.: Learning, Memory, and Cognition, 15:1061.
Stadler, M. A., 1992, Statistical structure and implicit serial learning, J. Exp. Psychol.: Learning, Memory, and Cognition, 18:318.
Stadler, M. A., 1993, Implicit serial learning: Questions inspired by Hebb (1961), Memory and Cognition, 21:819.
Stadler, M. A., 1995, The role of attention in implicit learning, J. Exp. Psychol.: Learning, Memory, and Cognition, 21:674.
Thompson, R. F., 1986, The neurobiology of learning and memory, Science, 233:941.
Thompson, R. F., 1990, Neural mechanisms of classical conditioning in mammals, Philos. Trans. R. Soc. Lond., B329:161.
Willingham, D. B., 1992, Systems of motor skill, in: “Neuropsychology of Memory”, L. R. Squire and N. Butters, eds., The Guilford Press, New York, NY.
Willingham, D. B., Greenley, D. B., and Bardona, A. M., 1993, Dissociation in a serial response time task using a recognition measure: Comment on Perruchet and Amorim (1992), J. Exp. Psychol.: Learning, Memory, and Cognition, 19:1424.
Willingham, D. B., and Koroshetz, W. J., 1993, Evidence for dissociable motor skills in Huntington’s disease patients, Psychobiol., 21:173.
Willingham, D. B., Nissen, M. J., and Bullemer, P., 1989, On the development of procedural knowledge, J. Exp.Psychol.: Learning, Memory, and Cognition, 15:1047.
Wright, C. E., 1990, Generalized motor programs: Reexamining claims of effector independence in writing, in: “Attention and Performance XIII”, M. Jeannerod, ed., Lawrence Erlbaum Associates, Hillsdale, NJ.
Wright, C. E. and Lindemann, P., 1993, Effector independence in hierarchically structured motor programs for handwriting. Presented at 34th Annual Meeting of the Psychonomic Society, Washington, DC.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1995 Springer Science+Business Media New York
About this chapter
Cite this chapter
Keele, S.W., Curran, T. (1995). Modularity of Sequence Learning Systems in Humans. In: Covey, E., Hawkins, H.L., Port, R.F. (eds) Neural Representation of Temporal Patterns. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1919-5_9
Download citation
DOI: https://doi.org/10.1007/978-1-4615-1919-5_9
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4613-5785-8
Online ISBN: 978-1-4615-1919-5
eBook Packages: Springer Book Archive