title: The role of stimulus-based and response-based spatial information in sequence learning.
abstract: In 4 experiments, relational structures were independently varied in stimulus and response sequences in a serial reaction time task. Moreover, the use of spatial and symbolic stimuli and responses was varied between experiments. In Experiment 1, spatial stimuli (asterisk locations) triggered spatial responses (keystrokes); in Experiment 2, spatial stimuli triggered symbolic responses (verbal digit naming); in Experiment 3, symbolic stimuli (digits) triggered keystrokes; and in Experiment 4, digits triggered verbal responses. The results showed that there is a remarkably stronger effect of relational structures in spatial sequences than in symbolic sequences, irrespective of whether stimulus or response sequences are concerned. This suggests that learning is particularly effective for sequences of spatial locations. It is argued that spatial learning is a critical determinant for the debate on perceptual and motor learning.
authors.affiliation: Department of Psychology III, University of Würzburg, Germany. iring.koch@mpipf-muenchen.mpg.de
authors.forename: I
authors.initials: I
authors.lastname: Koch
authors.forename: J
authors.initials: J
authors.lastname: Hoffmann
mesh_terms: D000328:Adult; D003213:Conditioning, Psychological; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D011897:Random Allocation; D011930:Reaction Time; D013028:Space Perception / Q000502:physiology*