The representation of explicit motor sequence knowledge
- 232 Downloads
Much research has investigated the representation of implicitly learned motor sequences: Do subjects learn sequences of stimuli, responses, response locations, or some combination? Most of the work on this subject indicates that when sequences are learned implicitly, it is in terms of response locations. The present work investigated the representation of explicitly learned motor sequences. In four experiments, we found consistent evidence that explicitly learned sequences are represented in terms of stimulus locations. This conclusion held true for both self-report measures (subjects said that they learned stimuli) and performance measures, but when stimuli changed, performance degraded. We interpret these data in a multiple-memory-systems framework.
- Clegg, B. A. (2005). Stimulus-specific sequence representation in serial reaction time tasks.Quarterly Journal of Experimental Psychology,58A, 1087–1101.Google Scholar
- Foster, J. K., &Jelicic, M. (Eds.) (1999).Memory: Systems, process, or function? Oxford: Oxford University Press.Google Scholar
- Gold, P. E., McIntyre, C., McNay, E., Stefani, M., &Korol, D. L. (2001). Neurochemical referees of dueling memory systems. In P. E. Gold & W. T. Greenough (Eds.),Memory consolidation: Essays in honor of James L. McGaugh (pp. 219–248). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
- Goschke, T. (1998). Implicit learning of perceptual and motor sequences: Evidence for independent learning systems. In P. A. Frensch (Ed.),Handbook of implicit learning (pp. 401–444). New York: Sage.Google Scholar
- Schacter, D. L., &Tulving, E. (Eds.) (1994).Memory systems 1994. Cambridge, MA: MIT Press.Google Scholar