Abstract Feature Codes: The Building Blocks of the Implicit Learning System
Abstract Feature Codes: The Building Blocks of the Implicit Learning System
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DOI：
10.1037/xhp0000380
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发表时间：
2017-07-01
影响因子：
2.1
通讯作者：
Haider, Hilde
中科院分区：
文献类型：
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作者：
Eberhardt, Katharina;Esser, Sarah;Haider, Hilde
根据事件编码理论（TEC; Hommel，Musseler，Aschersleben，& Prinz，2001），动作和感知在认知系统中通过特征代码以共享格式表示。在内隐序列学习研究中，将独立运动序列和知觉序列进行概念区分的现象仍然很普遍。这种所谓的独立学习发生在封装的模块中（Keele，Ivry，Mayr，Hazeltine，& Heuer 2003），这些模块沿着沿着处理信息。迄今为止，这些方面的规定仍然不足。特别是不清楚刺激和反应特征是否在单独的模块中处理。在这里，我们建议，特徴维度，因为他们是在TEC中描述应被视为内隐学习模块的基本内容。这意味着模块处理与感知环境的某些特征维度相关的所有刺激和响应信息。在三个实验中，我们通过一个系列反应时任务来考察内隐学习的基本单位的性质。作为测试案例，我们使用刺激位置序列学习。结果表明，刺激位置序列和响应位置序列不能在没有干扰的情况下学习（实验2），除非其中一个序列可以通过另一种非空间维度进行编码（实验3）。这些结果支持的概念，空间位置是内隐学习系统的一个模块，因此，没有单独的处理单元刺激与反应的位置。
According to the Theory of Event Coding (TEC; Hommel, Musseler, Aschersleben, & Prinz, 2001), action and perception are represented in a shared format in the cognitive system by means of feature codes. In implicit sequence learning research, it is still common to make a conceptual difference between independent motor and perceptual sequences. This supposedly independent learning takes place in encapsulated modules (Keele, Ivry, Mayr, Hazeltine, & Heuer 2003) that process information along single dimensions. These dimensions have remained underspecified so far. It is especially not clear whether stimulus and response characteristics are processed in separate modules. Here, we suggest that feature dimensions as they are described in the TEC should be viewed as the basic content of modules of implicit learning. This means that the modules process all stimulus and response information related to certain feature dimensions of the perceptual environment. In 3 experiments, we investigated by means of a serial reaction time task the nature of the basic units of implicit learning. As a test case, we used stimulus location sequence learning. The results show that a stimulus location sequence and a response location sequence cannot be learned without interference (Experiment 2) unless one of the sequences can be coded via an alternative, nonspatial dimension (Experiment 3). These results support the notion that spatial location is one module of the implicit learning system and, consequently, that there are no separate processing units for stimulus versus response locations.