Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Language recovery in Hungarian speakers with aphasia: Roles of phonology and intraindividual variability.

Cortex; a journal devoted to the study of the nervous system and behavior·2026
Same author

Intraindividual variability and language instability in post-stroke aphasia: Effects of working memory demand and associations with language performance.

Brain and language·2026
Same author

Statistical learning and individual differences in language abilities: A structural equation modelling study on the mediating roles of perceptual speed, working memory, and cognitive control.

Cognition·2025
Same author

The effect of age, education, and vocabulary size on the speed of word recognition across the lifespan.

Brain research·2025
Same author

Individual Differences in Statistical Learning and Semantic Adaptation: An N400 Study.

Psychophysiology·2025
Same author

Variability of theory of mind versus pragmatic ability in typical and atypical development.

Journal of communication disorders·2024

Related Experiment Video

Updated: Jun 2, 2026

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

Perceptual effect on motor learning in the serial reaction-time task.

Ferenc Kemény1, Agnes Lukács

  • 1Department of Cognitive Science, Budapest University of Technology and Economics, Budapest, Hungary. fkemeny@cogsci.bme.hu

The Journal of General Psychology
|May 13, 2011
PubMed
Summary

Procedural learning in the Serial Reaction-Time Task is primarily motor-based, not stimulus-based. Findings indicate motor learning occurs without perceptual cues, but not vice-versa, highlighting the role of response sequences.

More Related Videos

The 5-Choice Serial Reaction Time Task: A Task of Attention and Impulse Control for Rodents
09:43

The 5-Choice Serial Reaction Time Task: A Task of Attention and Impulse Control for Rodents

Published on: August 10, 2014

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Related Experiment Videos

Last Updated: Jun 2, 2026

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task
10:39

The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task

Published on: May 3, 2018

The 5-Choice Serial Reaction Time Task: A Task of Attention and Impulse Control for Rodents
09:43

The 5-Choice Serial Reaction Time Task: A Task of Attention and Impulse Control for Rodents

Published on: August 10, 2014

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Motor Learning

Background:

  • The Serial Reaction-Time Task (SRTT) is widely used to study procedural learning.
  • A key debate surrounds whether learning in the SRTT is primarily effector-based, stimulus-based, or response-based.

Purpose of the Study:

  • To investigate the relative contributions of response-based versus stimulus-based learning in the SRTT.
  • To selectively and simultaneously manipulate response and stimulus information to clarify learning mechanisms.

Main Methods:

  • Participants completed modified SRTTs with manipulated response sequences and stimulus information.
  • Experimental conditions varied the availability and conflict between response and stimulus sequence information.

Main Results:

  • Learning of response sequences occurred even without specific perceptual sequence information.
  • Learning of stimulus sequences was not observed without corresponding response information.
  • Conflicting response and stimulus information each impaired learning in the other domain.

Conclusions:

  • Procedural learning in the SRTT is predominantly motor-based.
  • Learning is influenced by salient perceptual information, suggesting an interaction between motor and perceptual learning.
  • The specific task and stimulus arrangement critically modulate this interaction, emphasizing the roles of relevance and salience.