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Titolo:
THE ROLE OF WORKING-MEMORY IN IMPLICIT SE QUENCE LEARNING
Autore:
FRENSCH PA; MINER CS;
Indirizzi:
MAX PLANCK INST BILDUNGSFORSCH,LENTZEALLEE 94 D-14195 BERLIN GERMANY UNIV CONNECTICUT,DEPT PSYCHOL STORRS CT 00000
Titolo Testata:
Zeitschrift fur experimentelle Psychologie
fascicolo: 4, volume: 42, anno: 1995,
pagine: 545 - 575
SICI:
0949-3964(1995)42:4<545:TROWII>2.0.ZU;2-H
Fonte:
ISI
Lingua:
GER
Soggetto:
COMPLEX PROCEDURAL KNOWLEDGE; VERBALIZABLE KNOWLEDGE; INTERACTIVE TASKS; SERIAL PATTERNS; AGE-DIFFERENCES; EXPLICIT; PERFORMANCE; ATTENTION; DISSOCIATION; ACQUISITION;
Keywords:
IMPLICIT LEARNING; SEQUENCE LEARNING; WORKING MEMORY; UNCONSCIOUS EFFECTS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Citazioni:
68
Recensione:
Indirizzi per estratti:
Citazione:
P.A. Frensch e C.S. Miner, "THE ROLE OF WORKING-MEMORY IN IMPLICIT SE QUENCE LEARNING", Zeitschrift fur experimentelle Psychologie, 42(4), 1995, pp. 545-575

Abstract

The focus of the present work is on implicit sequence learning, that is, learning that occurs in the absence of an intention to learn and without explicit recall of what has been learned. Existing research hasprimarily concentrated on three main issues: (1) the independence of implicit and explicit learning modes, (2) the role of attention in implicit learning, and (3) the characteristics of the implicit learning mechanism(s). One issue that has received little attention thus far is how implicit learning ties in with the general cognitive architecture. In 3 experiments, we studied whether the working memory model, formulated by Baddeley and Hitch (1974), provides reasonable constraints forunderstanding implicit sequence learning. Subjects in all experimentswere asked to perform a sequential matching task in which the sequence of target symbols followed a systematic structure. Experiment 1 demonstrated that sequences of phonological targets and sequences of alternating phonological-visual targets are learned better than sequences of visual targets. Experiment 2 showed that phonological and visual sequence information is learned independently in mixed phonological-visual target sequences and is learned better than mixed phonological-visual sequence information. Experiment 3 demonstrated that both familiarity with the visual targets and presence of a phonological label for thevisual targets improve implicit learning of visual sequence information. Taken together, the findings imply that implicit sequence learningoccurs in a short-term store. The results are surprisingly consistentwith the working memory conception of Baddeley and Hitch (1974). Implicit sequence learning appears to occur independently in the two working memory slave systems, phonological loop and visuo-spatial sketch pad. Learning of sequences that cross the slave systems appears to be impaired and may thus not be coordinated by the Central Executive.

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