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Related Concept Videos

Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
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Avoidance Learning and Learned Helplessness

Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
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Related Experiment Video

Updated: May 17, 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

Implicit sequence learning in a continuous pursuit-tracking task.

Alexandre Lang1, Olivier Gapenne, Dominique Aubert

  • 1CESEM UMR 8194, Université Paris Descartes, 45 rue des Saints Pères, 75270, Paris Cedex 06, France. lang.alexandre@gmail.com

Psychological Research
|October 31, 2012
PubMed
Summary

Implicit learning in continuous tracking tasks is possible, but not when target movement is too slow or reversals are unpredictable. Sequence learning was linked to explicit knowledge of the pattern.

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Area of Science:

  • Cognitive Psychology
  • Human Motor Control
  • Perceptual Learning

Background:

  • Implicit learning is well-documented in discrete tracking tasks but less so in continuous pursuit-tracking.
  • Pew's paradigm, commonly used for continuous tracking, often fails to demonstrate robust segment learning.
  • Previous research suggests limitations in continuous tracking paradigms for assessing implicit sequence learning.

Purpose of the Study:

  • To investigate implicit sequence learning in a continuous pursuit-tracking task.
  • To identify conditions that facilitate or hinder sequence learning in continuous tracking.
  • To explore the relationship between sequence learning and explicit knowledge in this task.

Main Methods:

  • Participants (N=56) performed a continuous pursuit-tracking task over 14 blocks.
  • A continuously cycled training sequence was used, with a transfer sequence introduced in Block 12.
  • A post-experimental recognition test assessed explicit knowledge of the sequence structure.

Main Results:

  • Sequence learning was demonstrated in most conditions, contrary to Pew's paradigm.
  • Learning was inhibited when the target moved too slowly and target reversal timing was variable.
  • Sequence learning correlated with explicit perceptual knowledge of the repetitive structure.

Conclusions:

  • Implicit sequence learning in continuous tracking is feasible under specific conditions.
  • Learning is facilitated by the ability to detect regularities and restricted reliance on feedback strategies.
  • Explicit knowledge appears to play a role in implicit sequence learning during continuous tracking.