Two forms of sequential implicit learning.
A serial reaction time (SRT) experiment tested the hypothesis that there are two independent forms of implicit learning: learning that is linked to making judgments about stimuli, and learning that is linked to motor processing. Participants performed 2, 6, or 12 blocks of single task SRT, dual task SRT, or observation with one of five sequence; each sequence had the same underlying structure. Participants then performed two implicit tests, SRT (a motor-linked test) and pattern judgment, as well as a generation test and an explicit knowledge test. There was a double dissociation of the effect of sequence surface structure on SRT and pattern judgment. SRT and pattern judgment competence developed independently of each other across length of acquisition task. Performance on both implicit tasks did not depend on explicit knowledge. These results indicate that the SRT and pattern judgment measures tap independent forms of implicit learning, which is consistent with the modular nature of memory and cognition.
Seger
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CA
Department of Psychology, Stanford University, California 94350, USA. seger@psych.stanford.edu
D000328:Adult; D001288:Attention; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D011214:Practice, Psychological; D011597:Psychomotor Performance; D011930:Reaction Time; D012691:Serial Learning