Influences of temporal organization on sequence learning and transfer: Comments on Stadler (1995) and Curran and Keele (1993)

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 24, Issue 1, 1998, Pages 234-248

  Dominey, Peter Ford ^a,b  

^a CNRS   (France)

^b INSERM   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032342039     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/0278-7393.24.1.234     Document Type: Review

References (25)

1. Cleeremans, A. (1993a). Attention and awareness in sequence learning. In Proceedings of the 15th Annual Conference of the Cognitive Science Society (pp. 330-335). Hillsdale, NJ: Erlbaum.
2. Cleeremans, A. (1993b). Mechanisms of implicit learning: Connectionist models of sequence processing. Cambridge, MA: MIT Press.
3. Cleeremans, A., & McClelland, J. L. (1991). Learning the structure of event sequences. Journal of Experimental Psychology: General, 120, 235-253.
4. Cohen, A., Ivry, R. I., & Keele, S. W. (1990). Attention and structure in sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 17-30.
5. Curran, T., & Keele, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 189-202.
6. Dominey, P. F. (1995). Complex sensory-motor sequence learning based on recurrent state-representation and reinforcement learning. Biological Cybernetics, 73, 265-274.
7. Dominey, P. F. (1997). An anatomically structured sensory-motor sequence learning system displays some general linguistic capacities. Brain and Language, 59, 50-75.
8. Dominey, P. F. (in press). A shared system for learning serial and temporal structure of sensori-motor sequences? Evidence from simulation and human experiments. Cognitive Brain Research.
9. Dominey, P. F., Arbib, M. A., & Joseph, J. P. (1995). A model of cortico-striatal plasticity for learning oculomotor associations and sequences. Journal of Cognitive Neuroscience, 7, 311-336.
10. Dominey, P. F., & Georgieff, N. (1997). Schizophrenics learn surface but not abstract structure in a serial reaction time task. NeuroReport, 8, 2877-2882.
11. Dominey, P. F., & Jeannerod, M. (1997). Contribution of frontostriatal function to sequence learning in Parkinson's disease: Evidence for dissociable systems, NeuroReport, 8, iii-ix.
12. Doya, K. (1995). Recurrent networks: Supervised learning. In M. A. Arbib (Ed.), The handbook of brain theory and neural networks (pp. 796-800). Cambridge, MA: MIT Press.
13. Elman, J. L. (1990). Finding structure in time. Cognitive Science, 14, 179-211.
14. Frensch, P. A., & Miner, C. S. (1994). Effects of presentation rate and individual differences in short-term memory capacity on an indirect measure of serial learning. Memory & Cognition, 22, 95-110.
15. Grafton, S. T., Hazeltine, E., & Ivry, R. (1995). Functional mapping of sequence learning in normal humans. Journal of Cognitive Neuroscience, 7, 497-510.
16. Keele, S. W., & Jennings, P. J. (1992). Attention in the representation of sequence: Experiment and theory. Human Movement Science, 11, 125-138.
17. Kühn, R., & van Hemmen, J. L. (1992). Temporal association. In E. Domanay, J. L. van Hemmen, & K. Schulten (Eds.), Physics of neural networks (pp. 213-280). Berlin, Germany: Springer-Verlag.
18. Mathews, R. C., Buss, R. R., Stanley, W. B., Blanchard-Fields, F., Cho, J. R., & Druhan, B. (1989). Role of implicit and explicit processes in learning from examples: A synergistic effect. Journal of Experimental Pychology: Learning, Memory, and Cognition, 15, 1083-1100.
19. Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.
20. Reed, J., & Johnson, P. (1994). Assessing implicit learning with indirect tests: Determining what is learned about sequence structure. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 585-594.
21. Shanks, D. R., & St. John, M. F. (1994). Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367-447.
22. Stadler, M. A. (1993). Implicit serial learning: Questions inspired by Hebb (1961). Memory & Cognition, 21, 819-827.
23. Stadler, M. A. (1995). Role of attention in implicit learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 674-685.
24. Werbos, P. J. (1995). Backpropagation: Basics and new developments. In M. A. Arbib (Ed.), The handbook of brain theory and neural networks (pp. 134-139). Cambridge, MA: MIT Press.
25. Willingham, D. B., Nissen, M. J., & Bullemer, P. (1989). On the development of procedural knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 1047-1060.