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Updated: Feb 9, 2026

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Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task.

Alexander Geiger1,2, Axel Cleeremans3, Gary Bente4,5

  • 1Institute of Neuroscience and Medicine, Cognitive Neuroscience (INM-3), Research Centre Juelich, Juelich, Germany.

Frontiers in Human Neuroscience
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PubMed
Summary

Social cues enhance motor learning in low validity contexts, influencing implicit learning. Implicit learning is context-dependent, affected by social versus object cues.

Keywords:
implicit motor learningnonverbal communicationserial reaction time tasksocial cognitionsocial gazesocial interactionsocial/non-social cueing

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Motor Learning

Background:

  • Human development relies on learning, often acquired implicitly through social observation and imitation.
  • Implicit learning occurs without conscious intent or awareness of acquired knowledge.

Purpose of the Study:

  • To investigate if social versus object cues modulate motor learning performance.
  • To determine the influence of cue validity on implicit motor learning.

Main Methods:

  • Participants performed a serial reaction time (SRT) task with sequentially structured stimuli.
  • Cues (social or object) indicated the next stimulus location with varying validity.
  • Motor responses and implicit learning were assessed under different cueing conditions.

Main Results:

  • Social cues accelerated responses more than object cues specifically in low validity conditions.
  • Highly valid social cues promoted implicit learning only in cued blocks.
  • Implicit learning occurred in uncued blocks across all conditions except the highly valid social cue.

Conclusions:

  • Implicit motor learning is context-dependent, influenced by the type of cue (social vs. object).
  • Social cues can enhance motor performance and implicit learning under specific validity conditions.