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Related Experiment Video

Updated: May 21, 2026

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies

Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies

Published on: May 9, 2019

Evidence of automatic processing in sequence learning using process-dissociation.

Heather M Mong¹, David P McCabe, Benjamin A Clegg

¹Department of Psychology, Colorado State University, Fort Collins, CO, USA.

Advances in Cognitive Psychology

|June 9, 2012

Summary

This summary is machine-generated.

This study applied process dissociation to sequence learning, revealing that both automatic and controlled cognitive processes contribute to performance. Understanding these underlying mechanisms offers deeper insights into implicit and explicit memory constructs.

Keywords:

consciousness implicit learning process-dissociation sequence learning

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

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Published on: May 3, 2018

Area of Science:

Cognitive Psychology
Neuroscience
Memory Research

Background:

Sequence learning is a fundamental cognitive ability.
Existing models often struggle to differentiate implicit and explicit memory contributions.
The process dissociation procedure offers a method to estimate separate cognitive processes.

Purpose of the Study:

To extend the application of the process dissociation procedure to sequence learning.
To investigate the roles of automatic and controlled processes in sequence learning.
To provide a more nuanced understanding of implicit and explicit memory constructs.

Main Methods:

Participants learned two distinct sequences.
A recognition test with inclusion and exclusion conditions was administered.
The process dissociation procedure was used to estimate automatic and controlled processes.

Main Results:

Both automatic and controlled processes were found to contribute to sequence learning performance.
The adapted process dissociation procedure successfully elicited estimates for both processes.
Findings suggest a dual-process model for sequence learning.

Conclusions:

Process dissociation is a viable method for dissecting cognitive processes in sequence learning.
This approach offers greater insight into implicit and explicit memory than awareness tests alone.
Further research into underlying mechanisms can refine our understanding of memory.