title: Timing is everything: changes in presentation rate have opposite effects on auditory and visual implicit statistical learning.
abstract: Implicit statistical learning (ISL) is exclusive to neither a particular sensory modality nor a single domain of processing. Even so, differences in perceptual processing may substantially affect learning across modalities. In three experiments, statistically equivalent auditory and visual familiarizations were presented under different timing conditions that either facilitated or disrupted temporal processing (fast or slow presentation rates). We find an interaction of rate and modality of presentation: At fast rates, auditory ISL was superior to visual. However, at slow presentation rates, the opposite pattern of results was found: Visual ISL was superior to auditory. Thus, we find that changes to presentation rate differentially affect ISL across sensory modalities. Additional experiments confirmed that this modality-specific effect was not due to cross-modal interference or attentional manipulations. These findings suggest that ISL is rooted in modality-specific, perceptually based processes.
authors.affiliation: Department of Psychology, Cornell University, Ithaca, NY, USA. lle7@cornell.edu
authors.forename: Lauren L
authors.initials: LL
authors.lastname: Emberson
authors.forename: Christopher M
authors.initials: CM
authors.lastname: Conway
authors.forename: Morten H
authors.initials: MH
authors.lastname: Christiansen
mesh_terms: D000161:Acoustic Stimulation / Q000379:methods; D001288:Attention / Q000502:physiology*; D001307:Auditory Perception / Q000502:physiology*; D006801:Humans; D007858:Learning / Q000502:physiology*; D010775:Photic Stimulation / Q000379:methods; D011930:Reaction Time; D021641:Recognition, Psychology; D013334:Students; D013997:Time Factors; D014495:Universities; D014796:Visual Perception / Q000502:physiology*