Implicit sequence learning in a search task

@article{Jimnez2008ImplicitSL,
  title={Implicit sequence learning in a search task},
  author={Luis Jim{\'e}nez and Gustavo A. V{\'a}zquez},
  journal={Quarterly Journal of Experimental Psychology},
  year={2008},
  volume={61},
  pages={1650 - 1657}
}
This study investigated the effects of selection demands on implicit sequence learning. Participants in a search condition looked for a target among seven distractors and responded on the target identity. The responses followed a deterministic sequence, and sequence learning was compared to that found in two control conditions in which the targets were presented alone, either at a central location or over a series of unpredictable locations. Sequence learning was obtained in all conditions, and… 
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18 Citations
Background Citations
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Methods Citations
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Results Citations
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Sequence learning and contextual cueing explore different forms of implicit learning, arising from practice with a structured serial task, or with a search task with informative contexts. We assess…
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Pure perceptual-based sequence learning: a role for visuospatial attention.
  • G. Remillard
  • Psychology, Biology
    Journal of experimental psychology. Learning, memory, and cognition
  • 2009
TLDR
Results suggest that the learning mechanism associates only those locations receiving visuospatial attention, whereas the presence of a distractor that was expected not to capture attention did not impair learning.
Independent Learning of Spatial and Nonspatial Sequences
  • G. Remillard
  • Psychology
    Canadian journal of experimental psychology = Revue canadienne de psychologie experimentale
  • 2017
TLDR
The visuospatial serial reaction time task, initially introduced by Mayr (1996), was used to examine whether learning the structure of a sequence of visUospatial target locations (spatial sequence) and learning theructure of a sequences of target identities and responses (nonspatial sequence) can proceed independently of one another.
Dyslexic children show deficits in implicit sequence learning, but not in explicit sequence learning or contextual cueing
TLDR
The results showed that dyslexic children failed to learn the sequence when they were not informed about its presence, and it was observed that this implicit learning deficit was not extended to other forms of non-sequential, implicit learning such as contextual cueing.
Redundant sensory information does not enhance sequence learning in the serial reaction time task
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The results indicate that redundant sensory information does not enhance sequence learning when all sensory information is presented at the same location, even when the distinct sensory sources provide more or less similar baseline response latencies.
Pure perceptual-based learning of second-, third-, and fourth-order sequential probabilities
TLDR
The present study reveals that people can learn second-, third-, and fourth-order probabilities in the perceptual SRTT, which suggests that the two mechanisms may have similar architectures.
Sensory information in perceptual-motor sequence learning: visual and/or tactile stimuli
TLDR
Comparing across identical stimulus conditions in the transfer phase showed that the lesser sequence performance from the tactile only group during training probably did not reflect a difference in sequence learning but rather just a change in expression of the sequence knowledge.
Abstract Feature Codes: The Building Blocks of the Implicit Learning System
TLDR
The results support the notion that spatial location is one module of the implicit learning system and, consequently, that there are no separate processing units for stimulus versus response locations.
Procedural Learning in Specific Language Impairment: Effects of Sequence Complexity
TLDR
The results show that children with SLI had impaired procedural memory, as evidenced by both longer reaction times and no sign of sequence-specific learning in comparison with typically developing controls, and suggest that procedural sequence-learning in SLI children depends on the complexity of the to-be-learned sequence.
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