title: Accuracy-based measures provide a better measure of sequence learning than reaction time-based measures.
abstract: The Serial Reaction Time Task (SRTT) was designed to measure motor sequence learning and is widely used in many fields in cognitive science and neuroscience. However, the common performance measures derived from SRTT-reaction time (RT) difference scores-may not provide valid measures of sequence learning. This is because RT-difference scores may be subject to floor effects and otherwise not sufficiently reflective of learning. A ratio RT measure might minimize floor effects. Furthermore, measures derived from predictive accuracy may provide a better assessment of sequence learning. Accordingly, we developed a Predictive Sequence Learning Task (PSLT) in which performance can be assessed via both RT and predictive accuracy. We compared performance of N = 99 adults on SRTT and PSLT in a within-subjects design and also measured fluid abilities. The RT-difference scores on both tasks were generally not related to fluid abilities, replicating previous findings. In contrast, a ratio RT measure on SRTT and PSLT and accuracy measures on PSLT were related to fluid abilities. The accuracy measures also indicated an age-related decline in performance on PSLT. The current patterns of results were thus inconsistent across different measures on the same tasks, and we demonstrate that this discrepancy is potentially due to floor effects on the RT difference scores. This may limit the potential of SRTT to measure sequence learning and we argue that PSLT accuracy measures could provide a more accurate reflection of learning ability.
authors: School of Psychology, University of Adelaide Adelaide, SA, Australia.
authors: Kristi
authors: K
authors: Urry
authors: School of Psychology, University of Adelaide Adelaide, SA, Australia.
authors: Nicholas R
authors: NR
authors: Burns
authors: School of Psychology, University of Adelaide Adelaide, SA, Australia.
authors: Irina
authors: I
authors: Baetu
keywords: fluid abilities; implicit learning; methodology; reaction time; sequence learning; serial reaction time task