Integration of Temporal and Ordinal Information during Serial Interception Sequence Learning

Autor/inn/en	Gobel, Eric W.; Sanchez, Daniel J.; Reber, Paul J.
Titel	Integration of Temporal and Ordinal Information during Serial Interception Sequence Learning
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 37 (2011) 4, S.994-1000 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0022959
Schlagwörter	Evidence; Incidental Learning; Sequential Learning; Memory; Perceptual Motor Learning; Cues; Experiments; Spatial Ability; Intervals; College Students; Higher Education; Psychology; Educational Psychology; Recall (Psychology); Illinois + Suchen Sie Ihr Suchwort? Evidenz; Inzidentelles Lernen; Didaktische Sequenzierung; Lernsequenz; Gedächtnis; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Stichwort; Erprobung; Räumliches Vorstellungsvermögen; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Psychologie; Erziehungspsychologie; Pädagogische Psychologie; Abberufung
Abstract	The expression of expert motor skills typically involves learning to perform a precisely timed sequence of movements. Research examining incidental sequence learning has relied on a perceptually cued task that gives participants exposure to repeating motor sequences but does not require timing of responses for accuracy. In the 1st experiment, a novel perceptual-motor sequence learning task was used, and learning a precisely timed cued sequence of motor actions was shown to occur without explicit instruction. Participants learned a repeating sequence through practice and showed sequence-specific knowledge via a performance decrement when switched to an unfamiliar sequence. In the 2nd experiment, the integration of representation of action order and timing sequence knowledge was examined. When either action order or timing sequence information was selectively disrupted, performance was reduced to levels similar to completely novel sequences. Unlike prior sequence-learning research that has found timing information to be secondary to learning action sequences, when the task demands require accurate action and timing information, an integrated representation of these types of information is acquired. These results provide the first evidence for incidental learning of fully integrated action and timing sequence information in the absence of an independent representation of action order and suggest that this integrative mechanism may play a material role in the acquisition of complex motor skills. (Contains 4 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10