title: Only correlated sequences that are actively processed contribute to implicit sequence learning.
abstract: The purpose of the study was to investigate how implicit sequence learning is affected by the presence of secondary information that is correlated with the primary sequence but not necessarily relevant to performance. In a previous work, we have shown that correlation plays an important role but other prerequisites may also be involved. In Experiments 1 and 2, using a task sequence learning paradigm, we found that primary sequence learning was not affected by secondary information that was sequenced but irrelevant to performance, even though the two streams of information were correlated. In contrast, in Experiment 3, we found that sensitivity to the main sequence was greater with the provision of extra sequenced information that was relevant to performance in addition to being correlated. This suggests that sequence learning was enhanced through the integration of information. We conclude that information in secondary as well as primary sequences must be actively processed if it is to have a beneficial impact. By actively processed we mean information that is selectively attended and necessary for carrying out the tasks.
authors.affiliation: Department of Psychology and Center for Cognition, Learning & Memory, University of Bern, Switzerland. beat.meier@psy.unibe.ch
authors.forename: Beat
authors.initials: B
authors.lastname: Meier
authors.forename: Brigitte
authors.initials: B
authors.lastname: Weiermann
authors.forename: Josephine
authors.initials: J
authors.lastname: Cock
mesh_terms: D000293:Adolescent; D000328:Adult; D001288:Attention; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual; D011597:Psychomotor Performance; D011930:Reaction Time; D012691:Serial Learning