Abstract
Some data suggest that, as in explicit serial learning, longer sequences are more difficult to learn implicitly. These findings have been used to support the inference that implicit learning is capacity-limited. However, investigations of the effect of sequence length on implicit learning have confounded sequence structure with sequence length. These factors were manipulated independently in 3 experiments using a serial reaction time task. The results showed that sequence structure, not sequence length, largely determines the extent of sequence learning.
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Stadler, M., Neely, C.B. Effects of sequence length and structure on implicit serial learning. Psychol. Res 60, 14–23 (1997). https://doi.org/10.1007/BF00419677
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DOI: https://doi.org/10.1007/BF00419677