title: Sequence learning and selection difficulty.
abstract: The authors studied the role of attention as a selection mechanism in implicit learning by examining the effect on primary sequence learning of performing a demanding target-selection task. Participants were trained on probabilistic sequences in a novel version of the serial reaction time (SRT) task, with dual- and triple-stimulus participants having to ignore irrelevant items in the SRT display. Despite large performance decrements under dual- and triple-stimulus configurations, testing under single-stimulus conditions revealed no impairment to sequence learning. These findings suggest that implicit sequence learning is resistant to disruption of the selection process. Results are discussed in terms of a componential model of attention and in relation to the implicit-explicit distinction.
authors.affiliation: Department of Psychology, University College London, London, England. l.rowland@soton.ac.uk
authors.forename: Lee A
authors.initials: LA
authors.lastname: Rowland
authors.forename: David R
authors.initials: DR
authors.lastname: Shanks
mesh_terms: D000293:Adolescent; D000328:Adult; D000704:Analysis of Variance; D001288:Attention / Q000502:physiology*; D002755:Choice Behavior / Q000502:physiology*; D005260:Female; D005364:Field Dependence-Independence; D006801:Humans; D008297:Male; D011337:Probability Learning; D011930:Reaction Time / Q000502:physiology*; D012016:Reference Values; D012691:Serial Learning / Q000502:physiology*; D012718:Set, Psychology; D017603:Signal Detection, Psychological / Q000502:physiology