Implicit sequence learning is represented by stimulus-response rules.
For nearly two decades, researchers have investigated spatial sequence learning in an attempt to identify what specifically is learned during sequential tasks (e.g., stimulus order, response order, etc.). Despite extensive research, controversy remains concerning the information-processing locus of this learning effect. There are three main theories concerning the nature of spatial sequence learning, corresponding to the perceptual, motor, or response selection (i.e., central mechanisms underlying the association between stimulus and response pairs) processes required for successful task performance. The present data investigate this controversy and support the theory that stimulus-response (S-R) rules are critical for sequence learning. The results from two experiments demonstrate that sequence learning is disrupted only when the S-R rules for the task are altered. When the S-R rules remain constant or involve only a minor transformation, significant sequence learning occurs. These data implicate spatial response selection as a likely mechanism mediating spatial sequential learning.
Schwarb
Hillary
H
Georgia Institute of Technology, Atlanta, Georgia 30332-0170, USA. hschwarb@gatech.edu
Schumacher
Eric H
EH
D001245:Association Learning; D001288:Attention; D006801:Humans; D007721:Knowledge of Results, Psychological; D009949:Orientation; D010364:Pattern Recognition, Visual; D011214:Practice, Psychological; D011582:Psychological Theory; D011597:Psychomotor Performance; D011930:Reaction Time; D012691:Serial Learning; D014163:Transfer, Psychology