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| Research article summary (published 6 Mar 2007): |
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Implicit probabilistic sequence learning is independent of explicit awareness.
Full Abstract
Studies into interactions between explicit and implicit motor sequence learning have yielded mixed results. Some of these discrepancies have been attributed to difficulties in isolating implicit learning. In the present study, the effect of explicit knowledge on implicit learning was investigated using a modified version of the Alternating Serial Response Time (ASRT) task, a probabilistic sequence learning paradigm that yields continuous and relatively pure measures of implicit learning. Results revealed that implicit learning occurred to the same extent, whether or not subjects had explicit knowledge. Some evidence, however, indicated that explicit knowledge could interfere with the expression of implicit learning early in training. In addition, there were dissociations between learning measures, in that reaction time and accuracy were differentially affected by explicit knowledge. These findings indicate that implicit sequence learning occurs independently of explicit knowledge, and help to explain previous discrepant findings.
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Author information
Author/s: Song, Sunbin (S); Howard, James H (JH); Howard, Darlene V (DV);
Affiliation: Department of Psychology, Georgetown University, Washington, DC 20057, USA. sss35(-atsign-)georgetown.edu
Grants: HD40095 (Agency:NICHD NIH HHS) ; R37AG15450 (Agency:NIA NIH HHS)
Journal and publication information
Publication Type: Journal Article; Research Support, N.I.H., Extramural
Journal: Learning & memory (Cold Spring Harbor, N.Y.) (Learn Mem), published in United States. (Language: eng)
Reference: 2007-Mar; vol 14 (issue 3) : pp 167-76
Dates: Created 2007/06/19; Completed 2007/07/03; Revised 2008/11/20;
PMID: 17351140, status: MEDLINE (last retrieval date: 12/26/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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