title: Implicit sequence learning and working memory: correlated or complicated?
abstract: The relationship between implicit/incidental sequence learning and working memory motivated a series of research because it is plausible that higher working memory capacity opens a "larger window" to a sequence, allowing thereby the sequence learning process to be easier. Although the majority of studies found no relationship between implicit sequence learning and working memory capacity, in the past few years several studies have tried to demonstrate the shared or partly shared brain networks underlying these two systems. In order to help the interpretation of these and future results, in this mini-review we suggest the following factors to be taken into consideration before testing the relationship between sequence learning and working memory: 1) the explicitness of the sequence; 2) the method of measuring working memory capacity; 3) online and offline stages of sequence learning; and 4) general skill- and sequence-specific learning.
authors.affiliation: Department of Clinical Psychology and Addiction, Eotvos Lorand University, Budapest, Hungary.
authors.forename: Karolina
authors.initials: K
authors.lastname: Janacsek
authors.forename: Dezso
authors.initials: D
authors.lastname: Nemeth
mesh_terms: D002421:Caudate Nucleus / Q000502:physiology*; D005625:Frontal Lobe / Q000502:physiology; D059907:Functional Neuroimaging; D006801:Humans; D007858:Learning / Q000502:physiology; D008279:Magnetic Resonance Imaging; D008570:Memory, Short-Term / Q000502:physiology*; D017072:Neostriatum / Q000502:physiology; D009434:Neural Pathways; D017397:Prefrontal Cortex / Q000502:physiology*; D011597:Psychomotor Performance; D011930:Reaction Time; D012691:Serial Learning / Q000502:physiology*
keywords: Dorsolateral prefrontal cortex; Implicit versus explicit learning; Sequence learning; Skill learning; Working memory