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Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?

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Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?

Content Provider	Springer Nature Link
Author	Sanchez, Daniel J. Yarnik, Eric N. Reber, Paul J.
Copyright Year	2014
Abstract	Studies of implicit perceptual-motor sequence learning have often shown learning to be inflexibly tied to the training conditions during learning. Since sequence learning is seen as a model task of skill acquisition, limits on the ability to transfer knowledge from the training context to a performance context indicates important constraints on skill learning approaches. Lack of transfer across contexts has been demonstrated by showing that when task elements are changed following training, this leads to a disruption in performance. These results have typically been taken as suggesting that the sequence knowledge relies on integrated representations across task elements (Abrahamse, Jiménez, Verwey, & Clegg, Psychon Bull Rev 17:603–623, 2010a). Using a relatively new sequence learning task, serial interception sequence learning, three experiments are reported that quantify this magnitude of performance disruption after selectively manipulating individual aspects of motor performance or perceptual information. In Experiment 1, selective disruption of the timing or order of sequential actions was examined using a novel response manipulandum that allowed for separate analysis of these two motor response components. In Experiments 2 and 3, transfer was examined after selective disruption of perceptual information that left the motor response sequence intact. All three experiments provided quantifiable estimates of partial transfer to novel contexts that suggest some level of information integration across task elements. However, the ability to identify quantifiable levels of successful transfer indicates that integration is not all-or-none and that measurement sensitivity is a key in understanding sequence knowledge representations.
Starting Page	327
Ending Page	343
Page Count	17
File Format	PDF
ISSN	03400727
Journal	Psychological Research
Volume Number	79
Issue Number	2
e-ISSN	14302772
Language	English
Publisher	Springer Berlin Heidelberg
Publisher Date	2014-03-26
Publisher Place	Berlin, Heidelberg
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Psychology Research
Content Type	Text
Resource Type	Article
Subject	Experimental and Cognitive Psychology Arts and Humanities Medicine Developmental and Educational Psychology

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Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?

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Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?

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