defining the parameters of incidental learning on a serial reaction time (srt) task do conscious rules apply定义参数附带学习的连环反应时间(srt)任务做有意识的规则适用.pdfVIP

Brain Sci. 2012, 2, 769-789; doi:10.3390/brainsci2040769 OPEN ACCESS brain sciences ISSN 2076-3425 /journal/brainsci/ Article Defining the Parameters of Incidental Learning on a Serial Reaction Time (SRT) Task: Do Conscious Rules Apply? Lynne A. Barker Brain, Behaviour and Cognition Group, Department of Psychology, Sheffield Hallam University, Collegiate Crescent Campus, Sheffield, S10 2BP, UK; E-Mail: l.barker@shu.ac.uk; Tel.: +44-0-114-225-5379; Fax: +44-0-114-225-2430 Received: 20 September 2012; in revised form: 29 October 2012 / Accepted: 12 December 2012 / Published: 17 December 2012 Abstract: There is ongoing debate about the contribution of explicit processes to incidental learning, particularly attention, working memory and control mechanisms. Studies generally measure explicit process contributions to incidental learning by comparing dual- to single-task sequence learning on some variant of a Serial Reaction Time (SRT), usually adopting an auditory tone counting task as the secondary task/memory load. Few studies have used secondary working memory stimuli with the SRT task, those that have typically presented secondary stimuli, before, after or between primary task stimuli. Arguably, this design is problematic because participants may potentially “switch” attention between sequential stimulus sources limiting the potential of both tasks to