Implicit and explicit learning of event sequences: Evidence for distinct coding of perceptual and motor representations

Acta Psychologica

Volumn 104, Issue 1, 2000, Pages 45-67

  Rüsseler, Jascha ^a,b   Rösler, Frank ^a  

^a PHILIPPS UNIVERSITY MARBURG   (Germany)

^b OTTO VON GUERICKE UNIVERSITY   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; CLASSIFICATION; COMPARATIVE STUDY; EVENT RELATED POTENTIAL; EVOKED VISUAL RESPONSE; FEMALE; HUMAN; LEARNING; MALE; PHYSIOLOGY; PSYCHOMOTOR PERFORMANCE; REACTION TIME;

ADULT; EVENT-RELATED POTENTIALS, P300; EVOKED POTENTIALS, VISUAL; FEMALE; HUMANS; LEARNING; MALE; PSYCHOMOTOR PERFORMANCE; REACTION TIME;

EID: 0034150896     PISSN: 00016918     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0001-6918(99)00053-0     Document Type: Article

References (54)

1. Cherry, K. E., & Stadler, M. A. (1995). Implicit learning of a nonverbal sequence in younger and older adults. Psychology and Aging, 10 (3), 379-394.
2. Clegg, B. A., DiGirolamo, G. J., & Keele, S. W. (1998). Sequence learning. Trends in Cognitive Sciences, 2 (8), 275-281.
3. Cleeremans, A., & McClelland, J. L. (1991). Learning the structure of event sequences. Journal of Experimental Psychology, 120 (3), 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 (1), 17-30.
5. Coles, M. G. H. (1989). Modern mind brain reading: Psychophysiology, physiology and cognition. Psychophysiology, 26 (3), 251-269.
6. Courchesne, E., Courchesne, Y., & Hillyard, S. A. (1978). The effect of stimulus deviation on P3 waves to easily recognized stimuli. Neuropsychologia, 16, 189-199.
7. Curran, T., & Keele, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 19 (1), 189-202.
8. Curran, T. (1998). Implicit sequence learning from a cognitive neuroscience perspective: What, how and where? In: M. A. Stadler, & P. A. Frensch, Handbook of implicit learning (pp. 365-400). London: Sage.
9. De Jong, R., Wierda, M., Mulder, G., & Mulder, L. J. M. (1988). Use of partial stimulus information in response processing. Journal of Experimental Psychology: Human Perception and Performance, 14, 682-692.
10. Donchin, E., & Coles, M. G. H (1988). Is the P300-component a manifestation of context updating?. Behavioral and Brain Sciences, 11, 355-372.
11. Doyon, J., Owen, A. M., Petrides, M., Sziklas, V., & Evans, A. C. (1996). Functional anatomy of visuomotor skill learning in human subjects examined with positron emission tomography. European Journal of Neuroscience, 8, 637-648.
12. Duncan-Johnson, C., & Donchin, E. (1982). The P300 component of the event-related brain potential as an index of information-processing. Biological Psychology, 14, 1-52.
13. Eimer, M., Goschke, T., Schlaghecken, F., & Stürmer, B. (1996). Explicit and implicit learning of event sequences: evidence from event-related brain potentials. Journal of Experimental Psychology: Learning, Memory and Cognition, 22 (4), 970-987.
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 and Cognition, 22 (1), 95-110.
15. Gehring, W. J., Gratton, G., Coles, M. G. H., & Donchin, E. (1992). Probability effects on stimulus evaluation and response processes. Journal of Experimental Psychology: Human Perception and Performance, 18 (1), 198-216.
16. Goschke, T. (1998). Implicit learning of perceptual and motor sequences: Evidence for independent learning systems. In: M.A. Stadler, P.A. Frensch, Handbook of implicit learning (pp. 401-444). London: Sage.
17. Grafton, S. T., Hazeltine, E., & Ivry, R. (1995). Functional mapping of sequence learning in normal humans. Journal of Cognitive Neuroscience, 7, 497-510.
18. Gratton, G., Bosco, C. M., Kramer, A. F., Coles, M. G. H., Wickens, C. D., & Donchin, E. (1990). Event-related brain potentials as indices of information extraction and response priming. Electroencephalography and Clinical Neurophysiology, 75, 419-432.
19. Gratton, G., Coles, M. G. H., Sirevaag, E. J., Eriksen, C. W., & Donchin, E. (1988). Pre- and poststimulus activation of response channels: A psychophysiological analysis. Journal of Experimental Psychology: Human Perception and Performance, 14, 331-344.
20. Hackley, S. A., & Miller, J. (1995). Response-complexity and precue interval effects on the lateralized readiness potential. Psychophysiology, 32, 230-241.
21. Hazeltine, E., Grafton, S. T., & Ivry, R. (1997). Attention and stimulus characteristics determine the locus of motor sequence encoding: a PET study. Brain, 20, 123-140.
22. Hoffmann, J., & Koch, I. (1997). Stimulus-response compatibility and sequential learning in the serial reaction time task. Psychological Research, 60, 87-97.
23. Howard, D. V., & Howard, Jr., J. H. (1989). Age differences in learning serial patterns: direct vs. indirect measures. Psychology and Aging, 4 (3), 357-364.
24. Howard, D. V., & Howard, Jr., J. H. (1992). Adult age differences in the rate of learning serial patterns: evidence from direct and indirect tests. Psychology and Aging, 7 (2), 232-241.
25. Howard, Jr., J. H., Mutter, S. A., & Howard, D. V. (1992). Serial pattern learning by event observation. Journal of Experimental Psychology: Learning, Memory and Cognition, 18 (5), 1029-1039.
26. Huynh, H., & Feldt, L. A. (1980). Conditions under which mean square rations in repeated measurement designs have exact F-distributions. Journal of the American Statistical Association, 65, 1582-1589.
27. Jasper, H. H. (1958). The ten-twenty-electrode-system of the international federation. Electroencephalography and Clinical Neurophysiology, 20, 371-375.
28. Jiménez, L., Méndez, C., & Cleeremans, A. (1996). Comparing direct and indirect measures of sequence learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 22 (4), 948-969.
29. Johnson, R. (1986). A triarchic model of the P300 amplitude. Psychophysiology, 23, 367-384.
30. Johnson, R.S. (1988). The amplitude of the P300 component of the event-related potential: review and synthesis. In: P.H. Ackles, J.R. Jennings, M.G.H. Coles, Advances in Psychophysiology, vol. 3 (pp. 62-138). Greenwich, CT: JAI press.
31. Keele, S. W., Jennings, P., Jones, P., Caulton, D., & Cohen, A. (1995). On the modularity of sequence representation. Journal of Motor Behavior, 27, 17-30.
32. Kornhuber, H. H., & Deecke, L. (1965). Hirnpotentialänderungen bei ẅrbewegungen und passiven bewegungen des menschen: bereitschaftspotential and reafferente potentiale. Pflügers Archiv Für Die Gesamte Physiologie, 248, 1-17.
33. Kutas, M., & Donchin, E. (1980). Preparation to respond as manifested by movement related brain potentials. Brain Research, 202, 95-115.
34. Matt, J., Leuthold, H., & Sommer, W. (1992). Differential effects of voluntary expectancies on reaction times and event-related potentials: evidence for automatic and controlled expectancies. Journal of Experimental Psychology: Learning, Memory and Cognition, 18 (4), 810-822.
35. Mayr, U. (1996). Spatial attention and implicit sequence learning: evidence for independent learning of spatial and nonspatial sequences. Journal of Experimental Psychology: Learning, Memory and Cognition, 22 (2), 350-364.
36. Miller, J., & Hackley, S. A. (1992). Electrophysiological evidence for temporal overlap among contingent mental processes. Journal of Experimental Psychology, 121, 195-209.
37. Nattkemper, D., & Prinz, W. (1997). Stimulus and response anticipation in a serial reaction task. Psychological Research: Sequence learning (special issue). Phenomena and Models, 98-112.
38. Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: evidence from performance measures. Cognitive Psychology, 19, 1-32.
39. Osman, A., Bashore, T., Coles, M. G. H., Donchin, E., & Meyer, D. E. (1992). On the transmission of partial information: inferences from movement-related brain potentials. Journal of Experimental Psychology: Human Perception and Performance, 18 (1), 217-232.
40. Osman, A., & Moore, C. M. (1993). The locus of dual-task interference: psychological refractory effects on movement-related brain potentials. Journal of Experimental Psychology: Human Perception and Performance, 19 (6), 1292-1312.
41. Osman, A., Moore, C. M., & Ulrich, R. (1995). Bisecting RT with lateralized readiness potentials: precue effects after LRP onset. Acta Psychologica, 90, 111-127.
42. 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 (3), 585-594.
43. Ritter, W., Ford, J. M., Gaillard, A. K. W., Harter, M. R., Kutas, M., Näätänen, R., Polich, J., Renault, B., & Rohrbaugh, J. (1984). Cognition and event-related potentials: 1. The relationship of negative potentials and cognitive processes. Annals of the New York Academy of Science, 425, 24-38.
44. Ritter, W., Simson, R., & Vaughan, Jr., H. G. (1983). Event-related potential correlates of two stages of information processing in physical and semantic discrimination tasks. Psychophysiology, 20 (2), 168-179.
45. Shanks, D. R., & St. John, M. F. (1994). Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367-447.
46. Sommer, W., Leuthold, H., & Ulrich, R. (1994). The lateralized readiness potential preceding brief isometric force pulses of different peak force and rate of force production. Psychophysiology, 31, 503-512.
47. Sommer, W., Matt, J., & Leuthold, H. (1990). Consciousness of attention and expectancy as reflected in event-related potentials and reaction-times. Journal of Experimental Psychology: Learning, Memory and Cognition, 16 (5), 902-915.
48. Squires, K. C., Donchin, E., Herning, R. I., & Mc Carthy, G. (1977). On the influence of task relevance and stimulus probability on event-related potential components. Electroencephalography and Clinical Neurophysiology, 42, 1-14.
49. Stadler, M. A. (1989). On learning complex procedural knowledge. Journal of Experimental Psychology: Learning, Memory and Cognition, 15 (6), 1061-1069.
50. Stadler, M. A. (1992). Statistical structure and implicit serial learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 18 (2), 318-327.
51. Stadler, M. A. (1993). Implicit serial learning: questions inspired by Hebb (1961). Memory and Cognition, 21 (6), 819-827.
52. Stadler, M. A. (1995). Role of attention in implicit learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 21 (3), 674-685.
53. Willingham, D. B., Nissen, M. J., & Bullemer, P. (1989). On the development of procedural knowledge. Journal of Experimental Psychology: Learning, Memory and Cognition, 15 (6), 1047-1060.
54. Willingham, D. B., Greeley, T., & Bardone, A. M. (1993). Dissociation in a serial response time task using a recognition measure: Comment on Perruchet and Amorim. Journal of Experimental Psychology: Learning, Memory and Cognition, 19 (6), 1424-1430.