Effector-related sequence learning in a bimanual-bisequential serial reaction time task

Psychological Research

Volumn 72, Issue 2, 2008, Pages 138-154

  Berner, Michael P ^a   Hoffmann, Joachim ^a  

^a UNIVERSITY OF WÜRZBURG   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; ATTENTION; FEMALE; HEMISPHERIC DOMINANCE; HUMAN; LEARNING; MALE; ORIENTATION; PSYCHOMOTOR PERFORMANCE; REACTION TIME;

ADULT; ATTENTION; FEMALE; FUNCTIONAL LATERALITY; HUMANS; MALE; ORIENTATION; PRACTICE (PSYCHOLOGY); PSYCHOMOTOR PERFORMANCE; REACTION TIME; SERIAL LEARNING; TRANSFER (PSYCHOLOGY);

EID: 38349137337     PISSN: 03400727     EISSN: 14302772     Source Type: Journal    
DOI: 10.1007/s00426-006-0097-8     Document Type: Article

References (42)

1. Bapi, R. S., Doya, K., & Harner, A. M. (2000). Evidence for effector independent and dependent representations and their differential time course of acquisition during motor sequence learning. Experimental Brain Research, 132, 149-162.
2. Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47-90). San Diego, CA: Academic Press.
3. Clegg, B. A., DiGirolamo, G. J., & Keele, S. W. (1998). Sequence learning. Trends in Cognitive Sciences, 2, 275-281.
4. Cohen, A., Ivry, R. B., & Keele, S. W. (1990). Attention and structure in sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 17-30.
5. Deroost, N., & Soetens, E. (2006). Perceptual or motor learning in SRT tasks with complex sequence structures. Psychological Research, 70, 88-102.
6. Destrebecqz, A., & Cleeremans, A. (2001). Can sequence learning be implicit? New evidence with the process dissociation procedure. Psychonomic Bulletin and Review, 8, 343-350.
7. Frensch, P. A., & Miner C. S. (1995). Zur Rolle des Arbeitsgedächtnisses beim impliziten Sequenzlernen (The role of working memory in implicit sequence learning). Zeitschrift für Experimentelle Psychologie, 42, 545-575.
8. 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.
9. Grafton, S. T., Hazeltine, E., & Ivry, R. B. (2002). Motor sequence learning with the nondominant left hand. A PET functional imaging study. Experimental Brain Research, 146, 369-378.
10. Hazeltine E. (2002). The representational nature of sequence learning: Evidence for goal-based codes. In W. Prinz, & B. Hommel (Eds.), Common mechanisms in perception and action (Attention and Performance XIX, pp. 673-689). New York, NY: Oxford University Press.
11. Hikosaka, O., Nakamura, K., Sakai, K., & Nakahara, H. (2002). Central mechanisms of motor skill learning. Current Opinion in Neurobiology, 12, 217-222.
12. Hoffmann, J. (2001). Representation of serial order, cognitive psychology of. In N. Smelser, & P. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (Vol. 19, pp. 13171-13174). Oxford, UK: Elsevier.
13. Hoffmann, J., & Koch, I. (1997). Stimulus-response compatibility and sequential learning in the serial reaction time task. Psychological Research, 60, 87-97.
14. Hoffmann, J., & Koch, I. (1998). Implicit learning of loosely defined structures. In M. A. Stadler, & P. Frensch (Eds.), Handbook of implicit learning (pp. 161-199). Thousand Oaks, CA: Sage Publications.
15. Hoffmann, J., Martin, C., & Schilling, A. (2003). Unique transitions between stimuli and responses in SRT tasks: Evidence for the primacy of response predictions. Psychological Research, 67, 160-173.
16. Hoffmann, J., & Sebald, A. (1996). Reiz- und Reaktionsmuster in seriellen Wahlreaktionen [Stimulus and response patterns in serial reaction time tasks]. Zeitschrift für Experimentelle Psychologie, 43, 40-68.
17. Hoffmann, J., & Sebald, A. (2005). When obvious covariations are not even learned implicitly. European Journal of Cognitive Psychology, 17, 449-480.
18. Hoffmann, J., Sebald, A., & Stöcker, C. (2001). Irrelevant response effects improve serial learning in serial reaction time tasks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 470-482.
19. 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.
20. Jiménez, L., & Méndez, C. (1999). Which attention is needed for implicit sequence learning? Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 236-259.
21. Keele, S. W., Ivry, R. B., Mayr, U., Hazeltine, E., & Heuer, H. (2003). The cognitive and neural architecture of sequence representation. Psychological Review, 110, 316-339.
22. 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.
23. Koch, I., & Hoffmann, J. (2000). The role of stimulus-based and response-based spatial information in sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 863-882.
24. 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.
25. Nattkemper, D., & Prinz, W. (1997). Stimulus and response anticipation in a serial reaction task. Psychological Research, 60, 98-112.
26. Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.
27. Park, J.-H., & Shea, C. H. (2005). Sequence learning: Response structure and effector transfer. Quarterly Journal of Experimental Psychology, 58A, 387-419.
28. Remillard, G. (2003). Pure perceptual-based sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 581-597.
29. Rhodes, B. J., Bullock, D., Verwey, W. B., Averbeck, B. B., & Page, M. P. A. (2004). Learning and production of movement sequences: Behavioral, neurophysiological, and modelling perspectives. Human Movement Science, 23, 699-746.
30. Riedel, B., & Burton, A. M. (2006). Auditory sequence learning: Differential sensitivity to task relevant and task irrelevant sequences. Psychological Research, 70, 337-344.
31. Rüsseler, J., Münte, T. F., & Rösler, F. (2002). Influence of stimulus distance in implicit learning of spatial and nonspatial event sequences. Perceptual and Motor Skills, 95, 973-987.
32. Rüsseler, J., & Rösler, F. (2000). Implicit and explicit learning of event sequences: Evidence for distinct coding of perceptual and motor representations. Acta Psychologica, 104, 45-67.
33. Schmidtke, V., & Heuer, H. (1997). Task integration as a factor in secondary-task effects on sequence learning. Psychological Research, 60, 53-71.
34. Schneider, W., Eschman, A., & Zuccolotto, A. (2002). E-Prime, version 1.1. Pittsburgh, PA: Psychology Software Tools.
35. Stöcker, C., & Hoffmann, J. (2004). The ideomotor principle and motor sequence acquisition: Tone effects facilitate movement chunking. Psychological Research, 68, 126-137.
36. Stöcker, C., Sebald, A., & Hoffmann, J. (2003). The influence of response-effect compatibility in a serial reaction time task. The Quarterly Journal of Experimental Psychology, 56A, 586-703.
37. van der Graaf, F. H. C. E., de Jong, B. M., Maguire, R. P., Meiners, L. C., & Leenders, K. L. (2004). Cerebral activation related to skills practice in a double serial reaction time task: Striatal involvement in random-order sequence learning. Cognitive Brain Research, 20, 120-131.
38. Verwey, W. B., & Clegg, B. A. (2005). Effector dependent sequence learning in the serial RT task. Psychological Research, 69, 242-251.
39. Verwey, W. B., & Wright, D. L. (2004). Effector-independent and effector-dependent learning in the discrete sequence production task. Psychological Research, 68, 64-70.
40. 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.
41. Ziessler, M. (1998). Response-effect learning as a major component of implicit serial learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 962-978.
42. 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, and Cognition, 27, 595-613.