Implicit learning of a repeated segment in continuous tracking: a reappraisal.
Several prior studies (e.g., Shea, Wulf, Whitacre, & Park, 2001; Wulf & Schmidt, 1997) have apparently demonstrated implicit learning of a repeated segment in continuous-tracking tasks. In two conceptual replications of these studies, we failed to reproduce the original findings. However, these findings were reproduced in a third experiment, in which we used the same repeated segment as that used in the Wulf et al. studies. Analyses of the velocity and the acceleration of the target suggests that this repeated segment could be easier to track than the random segments serving as control, accounting for the results of Wulf and collaborators. Overall these experiments suggest that learning a repeated segment in continuous-tracking tasks may be much more difficult than learning from a repeated sequence in conventional serial reaction time tasks. A possible explanation for this difference is outlined.
Chambaron
Stephanie
S
Université de Bourgogne, Dijon, France.
Ginhac
Dominique
D
Ferrel-Chapus
Carole
C
Perruchet
Pierre
P
D000704:Analysis of Variance; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D011597:Psychomotor Performance / Q000502:physiology*; D011897:Random Allocation; D011930:Reaction Time / Q000502:physiology; D021641:Recognition, Psychology / Q000502:physiology; D012153:Retention, Psychology / Q000502:physiology*; D013334:Students / Q000523:psychology; D013997:Time Factors