Regular ArticleSerial Reaction Time Learning in Preschool- and School-Age Children☆
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2021, NeuroImageCitation Excerpt :However, we did not observe the expected increase in RT difference between sequence and random blocks on the second run compared to the first run. While other studies have observed sequence-specific motor learning in children of this age range as operationalized by a significant difference between sequence and random RT on final SRT task runs (Hodel et al., 2014; Thomas and Nelson, 2001; Thomas et al., 2004), there are a few key differences in task design between prior literature and our study that may account for our lack of sequence-specific motor learning. First, we included fewer sequence trials during task runs (384 trials as compared to 420–960; Hodel et al., 2014; Thomas and Nelson, 2001; Thomas et al., 2004).
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Portions of these data were presented previously at the annual meeting of the Society for Research in Child Development in April 1997, and reported in a doctoral dissertation by the first author (University of Minnesota) in July 1997. This research was funded in part by an Eva O. Miller Graduate School Fellowship from the University of Minnesota and an NIH Training Grant to the Center for Learning, Perception, and Cognition, University of Minnesota. The authors gratefully acknowledge the assistance of Cathy Johnson for help with data collection, Mervyn Bergman for response box design and engineering, and B. J. Casey, Michael Posner, Mary Jo Ward, and Sara Jane Webb and two reviewers for their helpful comments on earlier drafts of this manuscript.
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Address correspondence and reprint requests to Kathleen M. Thomas, Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, 1300 York Avenue, Suite F-1332, Box 140, New York, NY 10021. E-mail: [email protected].