Stimulus-specific sequence representation in serial reaction time tasks.
Some recent evidence has favoured purely response-based implicit representation of sequences in serial reaction time tasks. Three experiments were conducted using serial reaction time tasks featuring four spatial stimuli mapped in categories to two responses. Deviant items from the expected sequence that required the expected response resulted in increased response latencies. The findings demonstrated a stimulus-specific form of representation that operates in the serial reaction time task. No evidence was found to suggest that the stimulus-specific learning was contingent on explicit knowledge of the sequence. Such stimulus-based learning would be congruent with a shortcut within an information-processing framework and, combined with other research findings, suggests that there are multiple loci for learning effects.
Clegg
Benjamin A
BA
Department of Psychology, Colorado State University, Fort Collins 80523, USA. benjamin.clegg@colostate.edu
D000328:Adult; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D011930:Reaction Time