title: Sequence learning by action, observation and action observation.
abstract: The serial reaction time (SRT) task was used to compare learning of a complex sequence by action (participants responded to sequential stimuli), by observation (participants watched but did not respond to sequential stimuli), and by action-observation (participants watched an expert model responding to sequential stimuli). Each of these groups was compared with an untrained control group. Experiment 1 indicated that both observation and action-observation were sufficient to support learning of a 12-item second-order conditional (SOC) sequence. Experiment 2 confirmed these findings, and showed that, as indexed by reaction time (RT), the extent of learning by observation and by action-observation was comparable to that of action-based learning. Using a recognition test, Experiment 2 and 3 also provided evidence that, whereas learning by stimulus observation was explicit, learning by action-observation was implicit. These findings are consistent with a connection between motor systems and implicit learning, but do not support the hypothesis that overt action is necessary for implicit learning.
authors.affiliation: Institute of Cognitive Neuroscience, Department of Psychology, University College London, UK. g.bird@ucl.ac.uk
authors.forename: Geoffrey
authors.initials: G
authors.lastname: Bird
authors.forename: Magda
authors.initials: M
authors.lastname: Osman
authors.forename: Anna
authors.initials: A
authors.lastname: Saggerson
authors.forename: Cecilia
authors.initials: C
authors.lastname: Heyes
mesh_terms: D000328:Adult; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D011930:Reaction Time; D014796:Visual Perception