title: Can different levels of S-R practice influence sequence learning? An investigation into the context of a perceptual-motor sequence learning task.
abstract: The main aim of the present study was to evaluate on a serial reaction time task the effect of stimulus-response (S-R) practice on sequence learning. The experiment used a pointing task which allowed recording reaction times and movement times. The basic manipulation consisted in varying the amount of S-R practice prior to sequence practice. Two main findings from this study may be highlighted. Firstly, the benefit from extensive S-R practice was mainly observed in the random practice phase. Secondly, S-R learning and sequence learning were reflected by different components of performance. The movement times were selectively sensitive to the acquisition of S-R regularities whereas the reaction times were selectively sensitive to the acquisition of sequence regularities. The implications of these results on the comprehension of the sequence learning mechanism were then discussed.
authors.affiliation: Laboratoire de Recherche en Activités Physiques et Sportives, EA Acqusité et Transmission des Habiletés Motrices, Université Paul Sabatier, Toulouse, France. fezzani@cict.fr
authors.forename: K
authors.initials: K
authors.lastname: Fezzani
authors.forename: B
authors.initials: B
authors.lastname: Thon
authors.forename: J
authors.initials: J
authors.lastname: Lagarde
mesh_terms: D000328:Adult; D005260:Female; D006801:Humans; D008297:Male; D009949:Orientation; D011214:Practice, Psychological; D011597:Psychomotor Performance; D011930:Reaction Time; D012691:Serial Learning