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Gepubliceerd in: Psychological Research 1-2/2004

01-12-2004 | Original Article

Sequence learning and sequential effects

Auteurs: E. Soetens, A. Melis, W. Notebaert

Gepubliceerd in: Psychological Research | Uitgave 1-2/2004

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Abstract

In a serial reaction time (RT) task with a probabilistic stimulus sequence, the length of the response-to-stimulus interval (RSI) and the sequence complexity was manipulated to investigate the relationship between sequence learning and sequential effects in serial RT tasks. Sequential effects refer to the influence of previous stimulus presentations on the RT to the current stimulus. Sequence learning is stimulus-transition specific and is demonstrated as the difference between practiced and unpracticed sequences within an interpolated random block of trials. There is a clear parallel between sequence learning and specific changes in sequential effect in the short RSI conditions, suggesting that a common mechanism may lie at the basis of sequence learning and automatic facilitation, which is responsible for sequential effects at short RSI. Importantly, the changes in sequential effects accompanying sequence learning are the same as those observed with practice in random serial RT tasks, indicating that the learning process underlying sequence learning is the same as in random tasks.
Voetnoten
1
It may be argued that the particular grammar that is used allows participants to detect the absence of vertical movements on the left side of the display and ignore such movements on the right. This is, however, a typical aspect of sequence learning and creates the opportunity to detect constraints in the stimulus sequence. Such constraints are present in all sequence learning studies with first-order structure. For example, in the original Nissen and Bullemer (1987) study a fixed sequence was used (DBCACBDCBA). Here, participants may learn to ignore the left visual field (e.g., stimuli A and B) after an A stimulus.
 
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Metagegevens
Titel
Sequence learning and sequential effects
Auteurs
E. Soetens
A. Melis
W. Notebaert
Publicatiedatum
01-12-2004
Uitgeverij
Springer-Verlag
Gepubliceerd in
Psychological Research / Uitgave 1-2/2004
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI
https://doi.org/10.1007/s00426-003-0163-4