The representation of explicit motor sequence knowledge

Memory and Cognition

Volumn 35, Issue 2, 2007, Pages 326-333

  Knee, Robert ^a   Thomason, Sean ^a   Ashe, James ^b   Willingham, Daniel T ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

^b UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; DECLARATIVE MEMORY; FEMALE; HUMAN; HUMAN EXPERIMENT; KNOWLEDGE; LEARNING; MALE; MEMORY CONSOLIDATION; MOTOR PERFORMANCE; NORMAL HUMAN; PROCEDURAL MEMORY; SELF REPORT; TASK PERFORMANCE;

EID: 34250899079     PISSN: 0090502X     EISSN: None     Source Type: Journal    
DOI: 10.3758/BF03193453     Document Type: Article

References (41)

1. ASHBY, F. G., MADDOX, W. T., & BOHIL, C. J. (2002). Observational versus feedback training in rule-based and information-integration category learning. Memory & Cognition, 30, 666-677.
2. ASHBY, F. G., & SPIERING, B. J. (2004). The neurobiology of category learning. Behavioral & Cognitive Neuroscience Reviews, 3, 101-113.
3. CLEGG, B. A. (2005). Stimulus-specific sequence representation in serial reaction time tasks. Quarterly Journal of Experimental Psychology, 58A, 1087-1101.
4. COHEN, A., IVRY, R. I., & KEELE, S. W. (1990). Attention and structure in sequence learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 16, 17-30.
5. COHEN, N. J., POLDRACK, R. A., & EICHENBAUM, H. (1997). Memory for items and memory for relations in the procedural/declarative memory framework. Memory, 5, 131-178.
6. COHEN, N. J., & SQUIRE, L. R. (1980). Preserved learning and retention of pattern-analyzing skill in amnesia: Dissociation of knowing how and knowing that. Science, 210, 207-210.
7. CURRAN, T., & KEELE, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 19, 189-202.
8. FOSTER, J. K., & JELICIC, M. (EDS.) (1999). Memory: Systems, process, or function? Oxford: Oxford University Press.
9. GABRIELI, J. D. E. (1998). Cognitive neuroscience of human memory. Annual Review of Psychology, 4, 87-115.
10. GOLD, P. E., MCINTYRE, C., MCNAY, E., STEFANI, M., & KOROL, D. L. (2001). Neurochemical referees of dueling memory systems. In P. E. Gold & W. T. Greenough (Eds.), Memory consolidation: Essays in honor of James L. McGaugh (pp. 219-248). Washington, DC: American Psychological Association.
11. GOSCHKE, T. (1998). Implicit learning of perceptual and motor sequences: Evidence for independent learning systems. In P. A. Frensch (Ed.), Handbook of implicit learning (pp. 401 -444). New York: Sage.
12. GRAF, P., & SCHACTER, D. L. (1985). Implicit and explicit memory for new associations in normal and amnesic subjects. Journal of Experimental Psychology: Learning, Memory, & Cognition, 11, 501-518.
13. GRAFTON, S. T., HAZELTINE, E., & IVRY, R. B. (1998). Abstract and effector-specific representations of motor sequences identified with PET. Journal of Neuroscience, 18, 9420-9428.
14. GRAFTON, S. T., SALIDIS, J., & WILLINGHAM, D. B. (2001). Motor learning of compatible and incompatible visuomotor maps. Journal of Cognitive Neuroscience, 13, 217-231.
15. HOWARD, J. H., MUTTER, S. A., & HOWARD, D. V. (1992). Serial pattern learning by event observation. Journal of Experimental Psychology: Learning, Memory, & Cognition, 18, 1029-1039.
16. JIMÉNEZ, L., & MÉNDEZ, C. (1999). Which attention is needed for implicit sequence learning? Journal of Experimental Psychology: Learning, Memory, & Cognition, 25, 236-259.
17. 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.
18. KESNER, R. P. (1998). Neurobiological views of memory. In R. P. Kesner (Ed.), Neurobiology of learning and memory (pp. 361-416). San Diego: Academic Press.
19. KOCH, I., & HOFFMANN, J. (2000). The role of stimulus-based and response-based spatial information in sequence learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 863-882.
20. MAYR, U. (1996). Spatial attention and implicit sequence learning: Evidence for independent learning of spatial and nonspatial sequences. Journal of Experimental Psychology: Learning, Memory, & Cognition, 22, 350-364.
21. NATTKEMPER, D., & PRINZ, W. (1997). Stimulus and response anticipation in a serial reaction time task. Psychological Research, 60, 98-112.
22. NISSEN, M. J., & BULLEMER, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.
23. POLDRACK, R. A., CLARK, J., PARÉ- BLAGOEV, E. J., SHOHAMY, D., MOYANO, J. C., MYERS, C., & GLUCK, M. A. (2001). Interactive memory systems in the human brain. Nature, 414, 546-550.
24. POLDRACK, R. A., & PACKARD, M. G. (2003). Competition among multiple memory systems: Converging evidence from animal and human brain studies. Neuropsychologia, 41, 245-251.
25. POLDRACK, R. A., PRABHAKARAN, V., SEGER, C. A., & GABRIELI, J. D. E. (1999). Striatal activation during acquisition of a cognitive skill. Neuropsychology, 13, 564-574.
26. POLDRACK, R. A., & RODRIGUEZ, P. (2004). How do memory systems interact? Evidence from human classification learning. Neurobiology of Learning & Memory, 82, 324-332.
27. REBER, P. J., & SQUIRE, L. R. (1998). Encapsulation of implicit and explicit memory in sequence learning. Journal of Cognitive Neuroscience, 10, 248-263.
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, & Cognition, 20, 585-594.
29. REMILLARD, G. (2003). Pure perceptual-based sequence learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 29, 581-597.
30. SCHACTER, D. L., & TULVING, E. (EDS.) (1994). Memory systems 1994. Cambridge, MA: MIT Press.
31. SQUIRE, L. R. (1992). Memory and the hippocampus: A synthesis from findings with rats, monkeys, and humans. Psvchological Review, 99, 195-231.
32. WHITE, N. M., & MCDONALD, R. J. (2002). Multiple parallel memory systems in the brain of the rat. Neurobiology of Learning & Memory, 77, 125-184.
33. WILLINGHAM, D. B. (1998). A neuropsychological theory of motor skill learning. Psychological Review, 105, 558-584.
34. WILLINGHAM, D. B. (1999). Implicit motor sequence learning is not purely perceptual. Memory & Cognition, 27, 561-572.
35. WILLINGHAM, D. B., & GOEDERT-ESCHMANN, K. (1999). The relation between implicit and explicit learning: Evidence for parallel development. Psychological Science, 10, 531-534.
36. WILLINGHAM, D. B., NISSEN, M. J., & BULLEMER, P. (1989). On the development of procedural knowledge. Journal of Experimental Psychology: Learning, Memory, & Cognition, 15, 1047-1060.
37. WILLINGHAM, D. B., SALIDIS, J., & GABRIELI, J. D. E. (2002). Direct comparison of neural systems mediating conscious and unconscious skill learning. Journal of Neurophysiology, 88, 1451-1460.
38. WILLINGHAM, D. B., WELLS, L. A., FARRELL, J. M., & STEMWEDEL, M. E. (2000). Implicit motor sequence learning is represented in response locations. Memory & Cognition, 28, 366-375.
39. ZIESSLER, M. (1994). The impact of motor responses on serial-pattern learning. Psychological Research, 57, 30-41.
40. ZIESSLER, M. (1998). Response-effect learning as a major component of implicit serial learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 24, 962-978.
41. ZIESSLER, M., & NATTKEMPER, D. (2001). Learning of event sequences is based on response-effect learning: Further evidence from a serial reaction task. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 595-613.