Implicit and explicit learning of event sequences: evidence for distinct coding of perceptual and motor representations

Rüsseler, Jascha; Rösler, Frank

doi:10.1016/s0001-6918(99)00053-0

Cited by 99 publications

(93 citation statements)

References 31 publications

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“…This may be because explicit knowledge is tied to the stimuli but does not increase perceptual learning (Rüsseler and Rösler, 2000;Rüsseler et al, 2003). When explicit knowledge is removed from performance measures, as it was in the current study, an explicit awareness may have no effect on perceptual processing.…”

Section: Discussionmentioning

confidence: 69%

“…Some evidence suggests that explicit knowledge of the sequence can in fact increase perceptual sequence learning. Using stationary letter cues, Rüsseler and Rösler (2000) found that implicit learners showed ERP components in response to motor sequence deviants only, whereas explicit learners showed ERP components when confronted with either motor or perceptual sequence deviants. This additional ERP effect for perceptual deviants occurred only when subjects had successfully acquired explicit sequence knowledge, and not when they were only searching for the pattern (Rüsseler et al, 2003).…”

Section: Introductionmentioning

confidence: 97%

“…It has also become generally accepted that implicit sequence learning on the SRTT can be supported by motor responses and/or motor response locations (Willingham et al, 1989;Willingham, 1999;Rüsseler and Rösler, 2000;Willingham et al, 2000;Deroost and Soetens, 2006a). It has proven much more difficult however to determine the extent to which perceptual learning contributes to performance on the SRTT task, because observation without motor responding results in increased spontaneous explicit awareness of the pattern (Willingham et al, 1989;Howard et al, 1992).…”

Section: Introductionmentioning

confidence: 99%

“…Many different types of stimuli have been used to direct motor responses in the SRTT including auditory cues (Dennis et al, 2006), color cues (Willingham, 1999), letter cues (Rüsseler and Rösler, 2000), spatial cues (Nissen and Bullemer, 1987), or combinations of these various choices ). The classic and most often employed version however uses spatially oriented targets.…”

Section: Introductionmentioning

confidence: 99%

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Perceptual sequence learning in a serial reaction time task

Song

Howard

2008

Exp Brain Res

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In the serial reaction time task (SRTT), a sequence of visuo-spatial cues instructs subjects to perform a sequence of movements which follow a repeating pattern. Though motor responses are known to support implicit sequence learning in this task, the goal of the present experiments is to determine whether observation of the sequence of cues alone can also yield evidence of implicit sequence learning. This question has been difficult to answer because in previous research, performance improvements which appeared to be due to implicit perceptual sequence learning could also be due to spontaneous increases in explicit knowledge of the sequence. The present experiments use probabilistic sequences to prevent the spontaneous development of explicit awareness. They include a training phase, during which half of the subjects observe and the other half respond, followed by a transfer phase in which everyone responds. Results show that observation alone can support sequence learning, which translates at transfer into equivalent performance as that of a group who made motor responses during training. However, perceptual learning or its expression is sensitive to changes in target colors, and its expression is impaired by concurrent explicit search. Motor-response based learning is not affected by these manipulations. Thus, observation alone can support implicit sequence learning, even of higher order probabilistic sequences. However, perceptual learning can be prevented or concealed by variations of stimuli or task demands.

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Section: Discussionmentioning

confidence: 69%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Perceptual sequence learning in a serial reaction time task

Song

Howard

2008

Exp Brain Res

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“…If the suppression of motor responding has no detrimental effect, this would show that the motor component is not necessary. This question has been tackled in the implicit learning literature (e.g., Cohen, Ivry, & Keele, 1990;Howard, Mutter, & Howard, 1992;Nattkemper & Prinz, 1997;Rüsseler & Rösler, 2000;Stadler, 1989;Willingham, 1999;Willingham, Nissen, & Bullemer, 1989;Ziessler, 1994), and contradictory results have been reported. One way to reconcile these results might be to consider the possibility that positive evidence of observational learning actually consists of cases in which learning is not really implicit.…”

mentioning

confidence: 99%

Implicit motor learning through observational training in adults and children

Vinter

Perruchet

2002

Mem Cogn

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Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task

Zwart

Vissers²,

Meij

et al. 2017

Autism Research

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It has been suggested that people with autism spectrum disorder (ASD) have an increased tendency to use explicit (or intentional) learning strategies. This altered learning may play a role in the development of the social communication difficulties characterizing ASD. In the current study, we investigated incidental and intentional sequence learning using a Serial Reaction Time (SRT) task in an adult ASD population. Response times and event related potentials (ERP) components (N2b and P3) were assessed as indicators of learning and knowledge. Findings showed that behaviorally, sequence learning and ensuing explicit knowledge were similar in ASD and typically developing (TD) controls. However, ERP findings showed that learning in the TD group was characterized by an enhanced N2b, while learning in the ASD group was characterized by an enhanced P3. These findings suggest that learning in the TD group might be more incidental in nature, whereas learning in the ASD group is more intentional or effortful. Increased intentional learning might serve as a strategy for individuals with ASD to control an overwhelming environment. Although this led to similar behavioral performances on the SRT task, it is very plausible that this intentional learning has adverse effects in more complex social situations, and hence contributes to the social impairments found in ASD. Autism Res 2017, 10: 1533-1543. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

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Implicit and explicit learning of event sequences: evidence for distinct coding of perceptual and motor representations

Cited by 99 publications

References 31 publications

Perceptual sequence learning in a serial reaction time task

Perceptual sequence learning in a serial reaction time task

Implicit motor learning through observational training in adults and children

Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task

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