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Abstract feature codes: The building blocks of the implicit learning system.

Katharina Eberhardt¹, Sarah Esser¹, Hilde Haider¹

¹Department of Psychology.

Journal of Experimental Psychology. Human Perception and Performance

|March 14, 2017

Summary

Implicit sequence learning involves shared feature codes, not separate modules for perception and action. Learning stimulus and response sequences interferes unless non-spatial coding is used, suggesting unified spatial processing.

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Area of Science:

Cognitive Psychology
Neuroscience
Human Behavior

Background:

The Theory of Event Coding (TEC) posits shared feature codes for action and perception.
Implicit sequence learning research often assumes independent motor and perceptual modules.
The nature of these modules and whether they process stimulus/response information separately is unclear.

Purpose of the Study:

To investigate the basic units of implicit learning using feature dimensions from TEC.
To determine if stimulus and response information are processed in separate modules.
To test the hypothesis that feature dimensions, not modality, define learning modules.

Main Methods:

Three experiments using a serial reaction time task.
Investigated implicit learning of stimulus location sequences.
Manipulated sequence coding to test for interference between spatial and non-spatial dimensions.

Main Results:

Learning of stimulus and response location sequences interfered significantly.
Interference was reduced when sequences could be coded via a non-spatial dimension.
This indicates that spatial location forms a single processing module.

Conclusions:

Results support the TEC's view of shared feature codes in implicit learning.
Spatial location acts as a unified module, processing both stimulus and response information.
Implicit learning does not rely on separate stimulus- and response-specific processing units.