Perceptual Effect on Motor Learning in the Serial Reaction-Time Task
Perceptual Effect on Motor Learning in the Serial Reaction-Time Task
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DOI：
10.1080/00221309.2010.542509
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发表时间：
2011-01-01
影响因子：
2.5
通讯作者：
Lukacs, Agnes
中科院分区：
文献类型：
--
作者：
Kemeny, Ferenc;Lukacs, Agnes
尽管序列反应时任务已经成为研究程序性学习的有效工具，但关于该任务中的学习是基于效应器的、基于刺激的还是基于反应的仍然存在争议。在这篇文章中，作者通过有选择地同时操纵反应和刺激为基础的学习来对比它们，从而为这场辩论做出了贡献。结果表明：（a）被试在没有刺激特异性知觉序列信息的情况下学习反应序列，但（B）没有相应的反应信息的刺激序列。在第三种情况下，反应序列和刺激频率信息是冲突的，每一种效果都减少了另一个领域的学习。总的来说，我们的研究结果表明，在这些任务中的学习主要是基于电机，但它也受到相对突出的感知信息。与文献中的早期研究结果一起，研究结果还表明，运动和知觉学习之间的任务和刺激安排特定的相互作用，其中特定信息的相关性和显著性起着至关重要的作用。
Although the Serial Reaction-Time Task has been an effective tool in studying procedural learning, there is still a debate as to whether learning in the task is effector-based, stimulus-based, or response-based. In this article, the authors contribute to this debate by contrasting response- and stimulus-based learning by manipulating them selectively and simultaneously. Results show that (a) participants learned response sequences in the absence of stimulus-specific perceptual sequence information but (b) not stimulus sequences without corresponding response information. In a third condition, response sequence and stimulus frequency information were in conflict, and each effect decreased learning in the other domain. Overall, our findings show that learning in these tasks is primarily motor-based, but it is also constrained by relatively salient perceptual information. Together with earlier findings in the literature, the findings also suggest a task and stimulus-arrangement-specific interaction between motor and perceptual learning, where relevance and salience of the specific information plays a crucial role.