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Related Concept Videos

Working Memory01:24

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Real-World Application of Classical Conditioning01:15

Real-World Application of Classical Conditioning

Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
Higher-order, or second-order, conditioning occurs when a neutral stimulus becomes associated with an already established conditioned stimulus through repeated pairings. For instance, if a dog has been...
Storage01:23

Storage

A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze each...
Implicit Memories01:24

Implicit Memories

Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...

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Related Experiment Video

Updated: May 12, 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 and working memory: correlated or complicated?

Karolina Janacsek1, Dezso Nemeth

  • 1Department of Clinical Psychology and Addiction, Eotvos Lorand University, Budapest, Hungary.

Cortex; a Journal Devoted to the Study of the Nervous System and Behavior
|April 2, 2013
PubMed
Summary
This summary is machine-generated.

Implicit sequence learning and working memory capacity may not be related. This review suggests considering sequence explicitness, working memory measurement, and learning stages for future research on their connection.

Keywords:
Dorsolateral prefrontal cortexImplicit versus explicit learningSequence learningSkill learningWorking memory

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Area of Science:

  • Cognitive psychology
  • Neuroscience

Background:

  • The relationship between implicit sequence learning and working memory capacity is debated.
  • Previous research often found no significant link, despite theoretical plausibility.
  • Recent studies explore shared neural networks, prompting a re-evaluation.

Purpose of the Study:

  • To provide a framework for interpreting existing and future research on sequence learning and working memory.
  • To highlight key factors influencing the observed relationship.

Main Methods:

  • Mini-review of existing literature.
  • Identification and discussion of critical moderating factors.

Main Results:

  • The relationship is complex and influenced by several methodological and conceptual variables.
  • No universal relationship exists across all conditions.

Conclusions:

  • Future studies must carefully consider: sequence explicitness, working memory measurement methods, online vs. offline learning stages, and general vs. specific learning components.
  • Standardizing these factors is crucial for advancing understanding of the sequence learning-working memory interplay.