Learning complex sequences: No role for observation?

Psychological Research

Volumn 65, Issue 1, 2001, Pages 15-23

  Kelly, Stephen W ^a   Burton, A Mike ^b  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY OF GLASGOW   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; ATTENTION; HUMAN; LEARNING; OBSERVATION; PHOTOSTIMULATION; PHYSIOLOGY; PSYCHOLOGICAL THEORY; REACTION TIME;

ATTENTION; HUMANS; LEARNING; OBSERVATION; PHOTIC STIMULATION; PSYCHOLOGICAL THEORY; REACTION TIME;

EID: 0035230735     PISSN: 03400727     EISSN: 14302772     Source Type: Journal    
DOI: 10.1007/s004260000034     Document Type: Article

References (35)

1. Berry, D. C. (1991). The role of action in implicit learning. Quarterly Journal of Experimental Psychology, 43, 881-906.
2. Berry, D. C., & Broadbent, D. E. (1988). Interactive tasks and the implicit-explicit distinction. British Journal of Psychology, 82, 359-373.
3. Berry, D. C., & Dienes, Z. (1993). Implicit learning: theoretical and empirical issues. Hove, UK: Lawrence Erlbaum Associates.
4. Brooks, L. R. (1978). Nonanalytic concept formation and memory for instances. In E. Rosch, & B. B. Lloyd (Eds.), Cognition and categorisation (pp. 169-211). Hillsdale, NJ: Lawrence Erlbaum Associates.
5. Buchner, A., & Frensch, P. A. (1997). Sequence learning. Phenomena and models. Psychological Research, 60, 1-3.
6. Cohen, A., Ivry, R., & Keele, S. (1990). Attention and structure in sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 17-30.
7. Curran, T. (1997). Effects of aging on implicit sequence learning: accounting for sequence structure and explicit knowledge. Psychological Research, 60, 24-41.
8. Dienes, Z., & Berry, D. C. (1997). Implicit synthesis. Psychonomic Bulletin and Review, 4, 68-72.
9. Goshke, T. (1998). Implicit learning of perceptual and motor sequences: evidence for independent learning systems. In M. Stadler, & P. Frensch (Eds.) Handbook of implicit learning. Thousand Oaks, CA: Sage.
10. Hayes, N., & Broadbent, D. E. (1988). Two modes of learning for interactive tasks. Cognition, 28, 249-276.
11. Hoffman, J., & Koch I. (1997). Stimulus-response compatibility and sequential learning in the serial reaction task. Psychological Research, 60, 87-97.
12. Howard, J. H., & Ballas, J. A. (1980). Syntactic and semantic factors in the classification of nonspeech transient patterns. Perception and Psychophysics, 28, 431-439.
13. Howard, J. H., Mutter, S. A., & Howard, D. V. (1992). Serial pattern learning by event observation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 1029-1039.
14. Hsaio, A. T., & Reber, A. S. (1998). The role of attention in sequence learning: exploring the limits of the cognitive unconscious. In M. Stadler, & P. Frensch (Eds.) Handbook of implicit learning, Thousand Oaks, CA: Sage.
15. Keele, S. W., Jennings, P., Jones, S., Caulton, D., & Cohen, A. (1995). On the modularity of sequence representation. Journal of Motor Behavior, 27, 17-30.
16. Kelly, S. W., Kato, T., Akamatsu, S., & Burton, A. M. (1998). Learning in a complex environment: the necessary role of action. Technical report of The Institute of Electronics, Information and Communication Engineers, 98 (276), HIP98-23, 9-16.
17. Mathews, R. C., & Roussel, L. G. (1997). Abstractness of implicit knowledge. In D. C. Berry (Ed.) How implicit is implicit learning?. New York: Oxford University Press.
18. 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, 350-364.
19. Musen, G., & Squire, L. R. (1993). On the implicit learning of novel associations by amnesic patients and normal subjects. Neuropsychology, 7, 119-135.
20. Nattkemper, D., & Prinz, W. (1997). Stimulus and response anticipation in a serial reaction task. Psychological Research, 60, 98-112.
21. Neumann, O. (1990). Visual attention and action. In O. Neumann, & W. Prinz (Eds.) Relationships between perception and action: current approaches. Berlin, Germany: Springer.
22. Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: evidence from performance measures. Cognitive Psychology, 19, 1-32.
23. Perruchet, P., & Amorin, M. (1992). Conscious knowledge and changes in performance in sequence learning: evidence against dissociation. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 785-800.
24. Perruchet, P., Bigand, E., & Benoit-Gonin, F. (1997). The emergence of explicit knowledge during the early phase of learning in sequential reaction time tasks. Psychological Research, 60, 87-97.
25. Reber, A. S. (1976). Implicit learning of synthetic languages: the role of instructional set. Journal of Experimental Psychology: Human Learning and Memory, 2, 88-94.
26. Reber, A. S. (1993). Implicit learning and tacit knowledge: an essay on the cognitive unconscious. Oxford, UK: Oxford University Press.
27. Reber, A. S., Kassin, S. M., Lewis, S., & Cantor, G. W. (1980). On the relationship between implicit and explicit modes in the learning of a complex rule structure. Journal of Experimental Psychology: Human Learning, Memory, and Cognition, 6, 492-502.
28. 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.
29. Seger, C. A. (1994). Implicit learning. Psychological Bulletin, 115, 163-196.
30. Shanks, D. R. & St. John, M. F. (1994). Characteristics of dissociable human learning systems. Behavioral and Brain Sciences, 17, 367-447.
31. Stadler, M. A. (1989). On learning complex procedural knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 1061-1069.
32. Stadler, M. A. (1993). Implicit serial learning: questions inspired by Hebb (1961). Memory and Cognition, 21, 819-827.
33. Willingham, D., Nissen, M., & Bullemer, P. (1989). On the development of procedural knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 1047-1060.
34. Willingham, D. B. (1999). Implicit motor sequence learning is not purely perceptual. Memory and Cognition, 27, 561-572.
35. Ziessler, M. (1994). The impact of motor responses on serial pattern learning. Psychological Research, 57, 30-41.