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At least 19 recordsLinked to original sources
PubMed2001

Irrelevant response effects improve serial learning in serial reaction time tasks.

Tones were introduced into a serial reaction time (SRT) task to serve as redundant response effects. Experiment 1 showed that the tones improved serial learning with a 10-element stimulus sequence, but only if the tone effects were mapped onto the responses contingently. Experiment 2 demonstrated that switching to noncontingent response-effect mapping increased SRT only when participants had previously adapted to contingent response-effect mapping. In Experiment 3, the beneficial influence of contingent tone effects on serial learning occurred only when there was sufficient time between the response effects and the next imperative stimuli. The results are discussed in terms of the ideomotor principle. It is claimed that an internal representation of the to-be-produced tone effects develops and gains control over the execution of the response sequence.

Adult↗
PubMed1977

Sex, verbal ability, and pacing differences in serial learning.

Serial rote learning was examined as a function of sex, verbal ability (average and high), and stimulus presentation rate (4 and 10 sec.) among 64 individuals aged 60-79 years. At the fast pacing speed, the men with average skills produced fewer responses and performed less well than their female counterparts whose performance was similar to that of the high verbal men and women. The average men benefited the most from the slower pacing speed. No sex difference was found at the 10-sec presentation speed.

Adult↗
PubMed1994

Composition during serial learning: a serial position effect.

Composition is a computational learning mechanism that merges serially performed elementary processes into hierarchically organized knowledge structures. The main goals of this research were to explore (a) the role of serial position in composition and (b) the relation between degree of composition and explicit serial recall in serial learning. In 3 experiments, Ss performed a rule-based serial reaction time task in which they had to categorize a sequence of 12 stimuli shown simultaneously on a video monitor. A procedure based on the comparison of reaction times to random sequences and a repeating sequence identified a serial position effect of composition that was, however, moderated by Ss' explicit, postexperimental recall of the repeating sequence. A production-system-based computational model of composition is described that qualitatively reproduces the empirical findings. Implications for the mechanisms governing serial learning are discussed.

Adolescent↗
PubMed1975

Utilization of position cues by retarded children in serial learning.

The ordinal position hypothesis of serial learning was tested using a population of mentally retarded subjects (IQ=46 to 86). The subjects learned two serial lists by either the serial-recall of serial-anticipation procedures. One-half of the items from the first list retained their same serial positions in the second list (experimental items); the other half were switched to new positions (control items). Support for the ordinal-position hypothesis (faster learning of experimental than control items) was obtained only when the first serial list was learned by the serial-anticipation procedure. The results were consistent with earlier findings using nonretarded subjects.

Adolescent↗
PubMed1993

Implicit serial learning: questions inspired by Hebb (1961).

Implicit serial learning occurs when indirect measures such as transfer reveal learning of a repeating sequence even when subjects are not informed of the repeating sequence, are not asked to learn it, and do not become of aware of it. This phenomenon is reminiscent of an experiment by Hebb (1961), who studied the repetition of sequences in a serial recall task. Two experiments investigated the relation between implicit serial learning and ideas about learning forwarded by Hebb and others who used his method. The experiments showed that implicit serial learning occurs even when the repeating sequence is intermixed with randomly generated sequences instead of being repeated continuously, that the organization of the sequence into regularly or irregularly grouped subsequences determines the extent of learning, and that the repetition effect observed does not depend on subjects' ability to recognize the repetition.

Adolescent↗