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Cognitive control in perception, memory, action, Kongress der Schweizerischen Gesellschaft für Psychologie, Fribourg, Switzerland, September 2011
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Implicit vestibulo-motor sequence learning.
No full textThis study investigated implicit vestibulo-motor sequence learning.
Specifically, we addressed four questions using a paradigm and an apparatus that
allowed to induce independently a vestibular sequence of self-motions and a
sequence of motor responses: First, can a sequence of self-motions be learned
implicitly? Second, can a sequence of motion directions be learned implicitly? Third,
can a sequence of motor responses be learned implicitly while experiencing
uncorrelated vestibular stimulation? Fourth, is vestibulo-motor sequence learning
retained after a one week interval? Participants were blindfolded and seated on a
hydraulic motion platform that can be moved in 3D space. They were instructed to
classify left vs. right, up vs. down, and forward vs. backward motions with left vs.
right hand key presses. Experimental conditions included a sequence of x-, y, and zaxes
movements, a sequence of left vs. right hand key presses, or both. The results
confirmed that a sequence of passive body motions can be learned, but only when it
was accompanied by a sequence of motor responses (i.e., implicit vestibulo-motor
sequence learning). The sequence learning effect survived a one-week retention
interval. Overall, the results provide further evidence for the important role of
synchronous streams of information for implicit sequence learning
Different Impact of Perceptual Fluency and Schema Congruency on Sustainable Learning
No full textInformation that is consistent with prior knowledge is better remembered than information that is not. Perceptual fluency can also affect subsequent memory. In the present study we tested the combined effect of prior knowledge and perceptual fluency on subsequent episodic memory performance. In the study phase, the participants read plausible statements that were true or untrue and these statements were presented in a fluent or disfluent colors (Experiment 1) or fonts (Experiment 2). In the test phase, recognition memory was assessed after 24h (Experiment 1) or both immediately and after 24h (Experiment 2). Our results indicated that prior knowledge produced a consistent memory advantage: Statements, which were judged as true were better remembered in both experiments. Perceptual fluency boosted memory performance but only when tested immediately (Experiment 2). Overall, only prior knowledge lead to a persisting memory advantage
Beyond statistical learning? Continuous sequence repetition matters in implicit sequence learning
No full textTypically, statistical learning is investigated by testing the acquisition of specific items or forming general rules. As implicit sequence learning also involves the extraction of regularities from the environment, it can also be considered as an instance of statistical learning. In the present study, a Serial Reaction Time Task was used to test whether the continuous versus interleaved repetition of a sequence affects implicit learning despite the equal exposure to the sequences. The results revealed a sequence learning advantage for the continuous repetition condition compared to the interleaved condition. This suggests that by repetition, additional sequence information was extracted although the exposure to the sequences was identical as in the interleaved condition. The results are discussed in terms of similarities and potential differences between typical statistical learning paradigms and sequence learning
Task Switching & Co.: How different types of cognitive control demands impact subsequent memory performance
No full textIn a series of experiments we investigated how different types of cognitive control demands modulate subsequent memory. At study, participants had to switch between two classification tasks and later, free recall performance was assessed. The stimuli consisted of two interleaved words, one word had to be categorized and the other word had to be ignored. The congruency between target and ignored words was manipulated by changing the distractor category. Our results showed that task switching consistently impaired subsequent memory. Moreover, the co-activation of a target and a distractor word that required a different response enhanced later memory performance. Together, our research demonstrates that attention allocation at study is crucial for later memory. Task switching reduces top-down attention toward the targets and results in lower memory performance. Processing response incongruent stimuli enhances top-down attention toward the targets and results in better memory performance
Along-strike variations in thin-skinned thrusting style controlled by pre-existing basement structure in the easternmost Jura Mountains (Northern Switzerland)
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