Human Sequence Learning Under Incidental and Intentional Conditions

Journal of Experimental Psychology: Animal Behavior Processes

Volumn 35, Issue 4, 2009, Pages 538-553

  Jones, F W ^a   McLaren, I P L ^b  

^a CANTERBURY CHRIST CHURCH UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF EXETER   (United Kingdom)

Author keywords

sequence learning; serial reaction time; simple recurrent network

Indexed keywords

ADULT; ANALYSIS OF VARIANCE; ARTICLE; ATTENTION; BEHAVIOR; DECISION MAKING; FEMALE; HUMAN; INCIDENCE; LEARNING; MALE; METHODOLOGY; MIDDLE AGED; NEUROPSYCHOLOGICAL TEST; PATTERN RECOGNITION; PHOTOSTIMULATION; PHYSIOLOGY; PSYCHOLOGICAL MODEL; REACTION TIME; RECALL;

ADULT; ANALYSIS OF VARIANCE; ASSOCIATION LEARNING; ATTENTION; CHOICE BEHAVIOR; FEMALE; HUMANS; INCIDENCE; INTENTION; MALE; MENTAL RECALL; MIDDLE AGED; MODELS, PSYCHOLOGICAL; NEUROPSYCHOLOGICAL TESTS; PATTERN RECOGNITION, VISUAL; PHOTIC STIMULATION; REACTION TIME; SERIAL LEARNING; YOUNG ADULT;

EID: 70350459890     PISSN: 00977403     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0015661     Document Type: Article

References (43)

1. Anastasopoulou T., and Harvey N. Assessing sequential knowledge through performance measures: The influence of short-term sequential effects. Quarterly Journal of Experimental Psychology 52A (1999) 423-448
2. Buchner A., Steffens M.C., Erdfelder E., and Rothkegel R. A multinomial model to assess fluency and recollection in a sequence learning task. Quarterly Journal of Experimental Psychology 50A (1997) 631-663
3. Clark-Carter D. Doing quantitative psychological research: From design to report (1997), Psychology, Hove, England
4. Cleeremans A. Mechanisms of implicit learning (1993), MIT Press, Cambridge, MA
5. Cleeremans A., and McClelland J.L. Learning the structure of event sequences. Journal of Experimental Psychology: General 120 (1991) 235-253
6. Curran T., Smith M.D., DiFranco J.M., and Daggy A.T. Structural influences on implicit and explicit sequence learning. The Psychology of Learning and Motivation 40 (2001) 147-182
7. Destrebecqz A., and Cleeremans A. Can sequence learning be implicit? New evidence with the process dissociation procedure. Psychonomic Bulletin & Review 8 (2001) 343-350
8. Dominey P.F., Lelekov T., Ventre-Dominey J., and Jeannerod M. Dissociable processes for learning the surface structure and abstract structure of sensorimotor sequences. Journal of Cognitive Neuroscience 10 (1998) 734-751
9. Elman J.L. Finding structure in time. Cognitive Science 14 (1990) 179-211
10. Garner W.R., and Gottwald R.L. Some perceptual factors in the learning of sequential patterns of binary events. Journal of Verbal Learning & Verbal Behavior 6 (1967) 582-589
11. Hahn U., and Chater N. Similarity and rules: Distinct? Exhaustive? Empirically distinguishable?. Cognition 65 (1998) 197-230
12. Hayes N.A., and Broadbent D.E. Two modes of learning for interactive tasks. Cognition 28 (1988) 249-276
13. Hofstadter D. Fluid concepts and creative analogies (1995), Basic Books, New York
14. Jacoby L.L. A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory & Language 30 (1991) 513-541
15. Jentzsch I., and Sommer W. Functional localization and mechanisms of sequential effects in serial reaction time tasks. Perception & Psychophysics 64 (2002) 1169-1188
16. Jiménez L., Méndez C., and Cleeremans A. Comparing direct and indirect measures of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 22 (1996) 948-969
17. Jiménez L., Vaquero J.M.M., and Lupiáñez J. Qualitative differences between implicit and explicit sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 32 (2006) 475-490
18. Jones, F. W., Le Pelley, M. E., & McLaren, I. P. L. (2002). The APECS-SRN: Towards a model of SRT sequence learning. In D. B. Fogel (Chair), Proceedings of the 2002 international joint conference on neural networks (pp. 692-696). Piscataway, NJ: IEEE.
19. Jones F.W., Wills A.J., and McLaren I.P.L. Perceptual categorization: Connectionist modelling and decision rules. Quarterly Journal of Experimental Psychology 51B (1998) 33-58
20. Kushner M., Cleeremans A., and Reber A.S. Implicit detection of event interdependencies and a PDP model of the process. In: Hammond K. (Ed). Proceedings of the thirteenth annual conference of the cognitive science society (1991), Erlbaum, Hillsdale, NJ 215-220
21. Laming D. Autocorrelation of choice reaction times. Acta Psychologica 43 (1979) 381-412
22. Lewicki P., Czyzewska M., and Hoffman H. Unconscious acquisition of complex procedural knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition 13 (1987) 523-530
23. McLaren I.P.L., Green R.E.A., and Mackintosh N.J. Animal learning and the implicit/explicit distinction. In: Ellis N.C. (Ed). Implicit and explicit learning of languages (1994), Academic, London 313-332
24. Nissen M.J., and Bullemer P. Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology 19 (1987) 1-32
25. 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
26. Perruchet P., Cleeremans A., and Destrebecqz A. Dissociating the effects of automatic activation and explicit expectancy on reaction times in a simple associative learning task. Journal of Experimental Psychology: Learning, Memory, and Cognition 32 (2006) 955-965
27. Reber A.S. Implicit learning and tacit knowledge. Journal of Experimental Psychology: General 118 (1989) 219-235
28. Reed J., and Johnson P. Assessing implicit learning with indirect tests: Determining what is learned about sequence structure. Journal of Experimental Psychology: Learning, Memory, and Cognition 20 (1994) 585-594
29. Rumelhart D.E., Hinton G.E., and Williams R.J. Learning internal representations by error propagation. In: Rumelhart D.E., and McClelland J.L. (Eds). Parallel distributed processing 1 (1986), Bradford Books, Cambridge, MA 318-362
30. Shanks D.R. The psychology of associative learning (1995), Cambridge University Press, Cambridge, England
31. Shanks D.R. Attention and awareness in "implicit" sequence learning. In: Jiménez L. (Ed). Attention and implicit learning (2003), Benjamins, Amsterdam 11-42
32. Shanks D.R., Green R.E.A., and Kolodny J.A. A critical examination of the evidence for unconscious (implicit) learning. In: Umilta C., and Moscovitch M. (Eds). Attention and performance XV: Conscious and nonconscious information processing (1994), MIT Press, Cambridge, MA
33. 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
34. Shanks D.R., and Perruchet P. Dissociation between priming and recognition in the expression of sequential knowledge. Psychonomic Bulletin & Review 9 (2002) 362-367
35. Shanks D.R., and St John M.F. Characteristics of dissociable human learning systems. Behavioral & Brain Sciences 17 (1994) 367-394
36. Soetens E., Boer L.C., and Hueting J.E. Expectancy or automatic facilitation? Separating sequential effects in two-choice reaction time. Journal of Experimental Psychology: Human Perception and Performance 11 (1985) 598-616
37. Spiegel R., Le Pelley M.E., Suret M., and McLaren I.P.L. Combining fuzzy rules and a neural network in an adaptive system. Proceedings of the IEEE world congress on computational intelligence: IEEE international conference on fuzzy systems (2002), IEEE, Piscataway, NJ 340-356
38. Spiegel R., and McLaren I.P.L. Abstract and associatively based representations in human sequence learning. Philosophical Transactions of the Royal Society of London B 358 (2003) 1227-1283
39. Spiegel R., and McLaren I.P.L. Associative sequence learning in humans. Journal of Experimental Psychology: Animal Behavior Processes 32 (2006) 150-163
40. Wilkinson L., and Shanks D. Intentional control and implicit sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 30 (2004) 354-369
41. Willingham D.B., Greeley T., and Bardone A.M. Dissociation in a serial response time task using a recognition measure: Comment on Perruchet and Amorim (1992). Journal of Experimental Psychology: Learning, Memory, and Cognition 19 (1993) 1424-1430
42. 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
43. Wills A.J., and McLaren I.P.L. Generalization in human category learning: A connectionist account of differences in gradient after discriminative and non-discriminative training. Quarterly Journal of Experimental Psychology 50A (1997) 607-630