Non-declarative sequence learning does not show savings in relearning

Human Movement Science

Volumn 26, Issue 2, 2007, Pages 247-256

  Keisler, Aysha ^a   Willingham, Daniel T ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

2330; 2343; Implicit learning; Memory; Motor skill

Indexed keywords

ARTICLE; AWARENESS; CONSCIOUSNESS; CONTROLLED STUDY; DECLARATIVE MEMORY; HUMAN; HUMAN EXPERIMENT; LEARNING; MEMORY; MENTAL TASK; NORMAL HUMAN;

HUMANS; LEARNING; MEMORY; MOTOR SKILLS; REACTION TIME; RETENTION (PSYCHOLOGY);

EID: 33947386261     PISSN: 01679457     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.humov.2007.01.003     Document Type: Article

References (31)

1. Carlston D.E., and Skowronski J.J. Savings in relearning of trait information as evidence for spontaneous inference generation. Journal of Personality and Social Psychology 66 (1994) 840-856
2. Carlston D.E., Skowronski J.J., and Sparks C. Savings in relearning II: On the formation of behavior-based trait associations and inferences. Journal of Personality and Social Psychology 69 (1995) 429-436
3. Cleeremans A., and McClelland J.L. Learning the structure of event sequences. Journal of Experimental Psychology: General 120 (1991) 235-253
4. Crawford M.T., Sherman S.J., and Hamilton D.L. Perceived entitavity, stereotype formation, and the interchangeability of group members. Journal of Personality and Social Psychology 83 (2002) 1076-1094
5. Curran T., and Keele S.W. Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, & Cognition 19 (1993) 189-202
6. Destrebecqz A., and Cleeremans A. Can sequence learning be implicit? New evidence with the process dissociation procedure. Psychonomic Bulletin and Review 8 (2001) 343-350
7. Ebbinghaus H. In: Ruger H.A., and Bussenius C.E. (Eds). Memory: A contribution to experimental psychology (1964), Dover Publications, New York (Original work published 1885)
8. In: Foster J.K., and Jelicic M. (Eds). Memory: Systems, process, or function? (1999), Oxford University Press, Oxford, New York
9. Groninger L.K., and Groninger L.D. A comparison of recognition and savings as retrieval measures: A reexamination. Bulletin of the Psychonomic Society 15 (1980) 263-266
10. Howard Jr. J.H., and Howard D.V. Age differences in implicit learning of higher-order dependencies in serial pattern. Psychology and Aging 12 (1997) 634-656
11. Howard J.H., Mutter S.A., and Howard D.V. Serial pattern learning by event observation. Journal of Experimental Psychology: Learning, Memory, and Cognition 18 (1992) 1029-1039
12. Iverson G.L., Slick D., and Franzen M.D. Wechsler memory scale-revised savings scores in substance-abuse patients. Journal of Cognitive Rehabilitation 19 (2001) 16-19
13. Keisler, A., Ashe, J. & Willingham, D. T. (submitted for publication). Can explicit learning modulate implicit learning?. A test of stimulus-dependence.
14. Lamberty G.J., Kennedy C.M., and Flashman L.A. Clinical utility of the CERAD word list memory test. Applied Neuropsychology 2 (1995) 170-173
15. MacLeod C.M. Forgotten but not gone: Savings for pictures and words in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition 14 (1988) 195-212
16. Nelson T.O. Detecting small amounts of information in memory: Savings for nonrecognized items. Journal of Experimental Psychology: Human Learning and Memory 4 (1978) 453-468
17. Nelson T.O., Fehling M.R., and Moore-Glascock J. The nature of semantic savings for items forgotten from long-term memory. Journal of Experimental Psychology: General 108 (1979) 225-250
18. Nissen M.J., and Bullemer P. Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology 19 (1987) 1-32
19. Parkin A., and Streete S. Implicit and explicit memory in young children and adults. British Journal of Psychology 79 (1988) 361-369
20. Perruchet P., and Amorim M.A. Conscious knowledge and changes in performance in sequence learning: Evidence against dissociation. Journal of Experimental Psychology: Learning, Memory, and Cognition 18 (1992) 785-800
21. Roediger H.L. Implicit memory: Retention without remembering. American Psychologist 45 (1990) 1043-1056
22. Schacter D.L., and Tulving E. What are the memory systems of 1994?. In: Schacter D.L., and Tulving E. (Eds). Memory systems 1994 (1994), MIT Press, Cambridge, Massachusetts 1-38
23. Shanks D.R., and Johnstone T. Evaluating the relationship between explicit and implicit knowledge in a sequential reaction time task. Journal of Experimental Psychology: Learning, Memory, and Cognition 25 (1999) 1435-1451
24. Squire L.R., and Zola-Morgan S. The medial temporal lobe memory system. Science 253 (1991) 1380-1386
25. Vakil E., and Oded Y. Comparison between three memory tests: Cued recall, priming and saving closed-head injured patients and controls. Journal of Clinical and Experimental Neuropsychology 25 (2003) 274-282
26. Weiskrantz L., and Warrington E.K. A study of forgetting in amnesic patients. Neuropsychologia 8 (1970) 281-288
27. Wilkinson L., and Shanks D.R. Intentional control and implicit sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 30 (2004) 354-369
28. Willingham D., and Dumas J.A. Long term retention of a motor skill: Implicit sequence knowledge is not retained after a one-year delay. Psychological Research 60 (1997) 113-119
29. Willingham D.B., and Goedert-Eschamnn K. The relation between implicit and explicit learning: Evidence for parallel development. Psychological Science 10 (1999) 531-534
30. Willingham D.B., Nissen M.J., and Bullemer P. On the development of procedural knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition 15 (1989) 1047-1060
31. Willingham D.B., and Preuss L. The death of implicit memory. Psyche 2 (1995) 1-10