Acquisition of Effector-Specific and Effector-Independent Components of Sequencing Skill
Acquisition of Effector-Specific and Effector-Independent Components of Sequencing Skill
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DOI：
10.1080/00222895.2009.10125918
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发表时间：
2009-01-01
影响因子：
1.4
通讯作者：
Hoffmann, Joachim
中科院分区：
文献类型：
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作者：
Berner, Michael P.;Hoffmann, Joachim
在一系列反应时间任务中，参与者用一只手练习重复的序列。在交错的块中，他们用另一只手对随机序列做出反应。实验1分为5组，每组30块。手工间的传递，反映了序列知识的手工独立成分，在会议期间增加。一个较小但重要的，不可转移的，特定于手的成分在每次会议中都很明显，并且不随练习而增加。实验2只包含1个会话。与中断练习相比，不间断练习（没有交错的随机块）改善了手独立序列学习（如实验1中所实现的），而手特定序列学习不受这种受试者间操作的影响。这些发现表明，优化反应协同表达的独立机制1或效应独立序列学习和效应特异性习得。
In a serial reaction time task, participants practiced a repeating sequence with 1 hand. In interleaved blocks, they responded to random sequences with the other hand. Experiment 1 was composed of 5 sessions, each consisting of 30 blocks. Intermanual transfer, reflecting a hand-independent component of sequence knowledge, increased across session. A smaller but significant, nontransferable, and hand-specific component was evident in each session and did not increase with practice. Experiment 2 comprised only I session. Uninterrupted practice (no interleaved random blocks) improved hand-independent sequence learning in comparison with interrupted practice (as implemented in Experiment I), whereas hand-specific sequence learning was unaffected by this between-subjects manipulation. These findings suggest separate mechanisms 1 or effector-independent sequence learning and effector-specific acquisition of optimized response coarticulation.