Task integration as a factor in secondary task effects on sequence learning
Task integration as a factor in secondary task effects on sequence learning
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DOI：
10.1007/bf00419680
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发表时间：
1997-06-01
影响因子：
2.3
通讯作者：
Heuer, H
中科院分区：
文献类型：
--
作者：
Schmidtke, V;Heuer, H
在一些研究中，已经发现内隐序列学习被并发的次要任务所损害。在大多数研究中，任务是在随机出现高音和低音时计数高音。本文检验了特定任务组合中的双任务干扰来自任务整合的假设，特别是来自视觉-听觉整合序列的学习，其中每一秒（听觉）元素都是随机的。用一个类似的go/no-go任务来代替音调计数任务，在这个任务中，脚对高音的反应被执行。在实验1中，音调序列在一种情况下是随机的，但在另外两种情况下，重复的5和6个元素的音调序列与6个元素的视觉序列相结合。在双任务测试条件下，6个元素的听觉序列内隐学习效果优于5个元素的听觉序列内隐学习效果，而在单任务测试条件下，音调序列的性质对内隐学习效果没有影响。在实验2中，通过不同的测试程序复制了具有6个元素序列的优越内隐学习，其中要么将视觉或听觉序列更改为随机序列，要么将两个序列保持完整，但相对于彼此移动一个元素。视觉或听觉序列的随机化不仅会分别损害视觉或听觉RT，还会损害其他模态刺激的RT，而且这种跨模态效应几乎与随机化的模态内效应一样强。最后，在实验3中表明，只有当需要对视觉-听觉序列做出反应时，才能学习整合的视觉-听觉序列，而当音调可以忽略时则不会。这些结果与内隐学习的概念是一致的，内隐学习（至少部分地）是一种基本的、非选择性的学习类型，学习环境中的刺激和自己的行为之间的所有潜在的行为相关关系。
In several studies it has been found that implicit sequence learning is impaired by the concurrent performance of a secondary task. In most studies the task was to count high-pitched tones when high-pitched and low-pitched tones were presented in a random sequence. In this paper the hypothesis is examined that dual-task interference in the particular combination of tasks results from task integration, in particular from the learning of an integrated visual-auditory sequence in which every second (auditory) element is random. Instead of the tone-counting task a similar go/no-go task was used in which foot responses to high-pitched tones were performed. In Exp. 1 the sequence of tones was random in one condition, but in two other conditions repeated tone sequences of 5 and 6 elements were combined with visual sequences of 6 elements. Under dual-task test conditions, implicit learning of the visual as well as the auditory sequences was better with the auditory sequence of 6 elements than of 5 elements, while under single-task test conditions the nature of the tone sequence had no effect. In Exp. 2 the superior implicit learning with the 6-element sequence was replicated with different test procedures in which either the visual or auditory sequence was changed to random or in which the two sequences remained intact but were shifted by one element relative to each other. Randomization of the visual or auditory sequences not only impaired visual or auditory RT, respectively, but also impaired RT to stimuli in the other modality, and this cross-modal effect was almost as strong as the intra-modal effect of randomization. Finally, in Exp. 3 it was shown that integrated visual-auditory sequences are learned only when responses to both of them are required, but not when the tones can be neglected. These results are consistent with a conception of implicit learning as (at least partly) a basic and nonselective type of learning of all potentially behaviorally relevant relations between stimuli in the environment and one's own actions.