Action–effects enhance explicit sequential learning

Esser, Sarah; Haider, Hilde

doi:10.1007/s00426-017-0883-5

Cited by 9 publications

(10 citation statements)

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“…Thus, there might be a difference in explicit sequence knowledge between groups. The evidence for the relevance of action effects for explicit knowledge of the motor sequence has been shown in several studies (Esser & Haider, 2018;Lustig & Haider, 2019;Tubau, Hommel, & López-Moliner, 2007). Tubau et al (2007) found that response-contingent tone effects facilitate phonetic coding.…”

Section: Discussionmentioning

confidence: 97%

“…To our knowledge, this study was the first to investigate the role of action effects on motor sequence performance from multiple sensory modalities perspective. This is an important area, because actions in daily life normally lead to multisensory action effects, including proprioception, vision, and audition, which leads to an activation of a broad network of different modalities (Esser & Haider, 2018).…”

Section: Discussionmentioning

confidence: 99%

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Multisensory action effects facilitate the performance of motor sequences

Luan

Maurer

Mirifar

et al. 2020

Atten Percept Psychophys

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Research has shown that contingent, distinct action effects have a beneficial influence on motor sequence performance. Previous studies showed the beneficial influence of task-irrelevant action effects from one modality (auditory) on motor sequence performance, compared with no task-irrelevant action effects. The present study investigated the influence of task-irrelevant action effects on motor sequence performance from a multiple-modality perspective. We compared motor sequence performances of participants who received different task-irrelevant action effects in an auditory, visual, or audiovisual condition. In the auditory condition, key presses produced tones of a C-major scale that mapped to keys from left to right in ascending order. In the visual condition, key presses produced rectangles in different locations on the screen that mapped to keys from left to right in ascending order. In the audiovisual condition, both tone and rectangle effects were produced simultaneously by key presses. There were advantages for the audiovisual group in motor sequence initiation and execution. The results implied that, compared with unimodal action effects, action effects from multiple sensory modalities can prime an action faster and strengthen associations between successive actions, leading to faster motor sequence performance.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Multisensory action effects facilitate the performance of motor sequences

Luan

Maurer

Mirifar

et al. 2020

Atten Percept Psychophys

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“…In the field of implicit-learning research, action effects have been shown to enhance implicit sequence learning when participants' own motor responses result in predictable action effects (e.g., Haider et al, 2014). Recent work has suggested that action effects may also be particularly important for transferring learning from implicit into explicit awareness (Esser & Haider, 2017a, 2017b. These findings demonstrate that action-effect associations likely play a central role in establishing the contextual knowledge needed for making action predictions.…”

Section: The Role Of Effects In Continuous Action Sequencesmentioning

confidence: 94%

“…In the former case, it is argued that knowledge can only become explicit when other cognitive systems come into play. Recent findings have shown that sequence learning also results in explicit knowledge depending on the Btask set^-that is, the relation between the stimulus characteristics and the required response of the learner (Esser & Haider, 2017a, 2017b.…”

Section: Relations Between Predictive Gaze Action Performance and Vmentioning

confidence: 99%

Translating visual information into action predictions: Statistical learning in action and nonaction contexts

2018

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Humans are sensitive to the statistical regularities in action sequences carried out by others. In the present eyetracking study, we investigated whether this sensitivity can support the prediction of upcoming actions when observing unfamiliar action sequences. In two between-subjects conditions, we examined whether observers would be more sensitive to statistical regularities in sequences performed by a human agent versus self-propelled 'ghost' events. Secondly, we investigated whether regularities are learned better when they are associated with contingent effects. Both implicit and explicit measures of learning were compared between agent and ghost conditions. Implicit learning was measured via predictive eye movements to upcoming actions or events, and explicit learning was measured via both uninstructed reproduction of the action sequences and verbal reports of the regularities. The findings revealed that participants, regardless of condition, readily learned the regularities and made correct predictive eye movements to upcoming events during online observation. However, different patterns of explicit-learning outcomes emerged following observation: Participants were most likely to re-create the sequence regularities and to verbally report them when they had observed an actor create a contingent effect. These results suggest that the shift from implicit predictions to explicit knowledge of what has been learned is facilitated when observers perceive another agent's actions and when these actions cause effects. These findings are discussed with respect to the potential role of the motor system in modulating how statistical regularities are learned and used to modify behavior.

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“… 10 ]. In addition, multimodal contingent consequences of any responses during learning enhance acquisition of explicit knowledge about a stimulus sequence [ 11 – 13 ]. Haider and coworkers interpreted this enhancement by way of the ideomotor principle of action control as well as an increased sense of agency, which might trigger a causal inference process [ 11 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

Keeping in step with the young: Chronometric and kinematic data show intact procedural locomotor sequence learning in older adults

et al. 2022

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Sequence learning in serial reaction time tasks (SRTT) is an established, lab-based experimental paradigm to study acquisition and transfer of skill based on the detection of predictable stimulus and motor response sequences. Sequence learning has been mainly studied in key presses using visual target stimuli and is demonstrated by better performance in predictable sequences than in random sequences. In this study, we investigated sequence learning in the context of more complex locomotor responses. To this end, we developed a novel goal-directed stepping SRTT with auditory target stimuli in order to subsequently assess the effect of aging on sequence learning in this task, expecting that age-related performance reductions in postural control might disturb the acquisition of the sequence. We used pressure-sensitive floor mats to characterise performance across ten blocks of trials. In Experiment 1, 22 young adults demonstrated successful acquisition of the sequence in terms of the time to step on the target mat and percent error and thus validated our new paradigm. In Experiment 2, in order to contrast performance improvements in the stepping SRTT between 27 young and 22 old adults, motion capture of the feet was combined with the floor mat system to delineate individual movement phases during stepping onto a target mat. The latencies of several postural events as well as other movement parameters of a step were assessed. We observed significant learning effects in the latency of step initiation, the time to step on the target mat, and motion parameters such as stepping amplitude and peak stepping velocity, as well as in percent error. The data showed general age-related slowing but no significant performance differences in procedural locomotor sequence learning between young and old adults. The older adults also had comparable conscious representations of the sequence of stimuli as the young adults. We conclude that sequence learning occurred in this locomotor learning task that is much more complex than typical finger-tapping sequence learning tasks, and that healthy older adults showed similar learning effects compared to young adults, suggesting intact locomotor sequence learning capabilities despite general slowing and normal age-related decline in sensorimotor function.

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Action–effects enhance explicit sequential learning

Cited by 9 publications

References 93 publications

Multisensory action effects facilitate the performance of motor sequences

Multisensory action effects facilitate the performance of motor sequences

Translating visual information into action predictions: Statistical learning in action and nonaction contexts

Keeping in step with the young: Chronometric and kinematic data show intact procedural locomotor sequence learning in older adults

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