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Related Experiment Video

Updated: Feb 4, 2026

Classical Short-Delay Eyeblink Conditioning in One-Year-Old Children
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Spontaneous eyeblinks are sensitive to sequential learning.

Estibaliz San Anton1, Axel Cleeremans1, Arnaud Destrebecqz1

  • 1Université Libre de Bruxelles (ULB), Brussels, Belgium; Center for Research in Cognition and Neurosciences (CRCN) and ULB Neurosciences Institute (UNI), Belgium; Consciousness Cognition & Computation Group (CO3), Belgium.

Neuropsychologia
|September 24, 2018
PubMed
Summary
This summary is machine-generated.

Spontaneous eyeblink rate (EBR), an indicator of dopaminergic activity, was studied alongside visuomotor sequence learning. Increased EBR correlated with learning, suggesting it reflects dopaminergic engagement during cognitive tasks.

Keywords:
DopamineGeneration taskSequential learningSerial reaction timeSpontaneous eyeblinks

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Area of Science:

  • Cognitive Neuroscience
  • Psychophysiology

Background:

  • Sequential learning and spontaneous eyeblink rate (EBR) are linked to dopaminergic activity.
  • Previous research has not simultaneously investigated EBR and sequence learning.

Purpose of the Study:

  • To explore the relationship between EBR and visuomotor sequence learning.
  • To assess EBR as an indirect marker of dopaminergic activity during learning.
  • To investigate how EBR changes during serial reaction time task (SRT) practice and transfer conditions.

Main Methods:

  • Participants underwent a serial reaction time task (SRT) with varying transfer blocks.
  • Eyeblink rate (EBR) was measured during resting states and task practice.
  • Performance was assessed via reaction times (RTs), accuracy, and a generation task.

Main Results:

  • Sequence learning was successful, with decreased accuracy and increased RTs in transfer blocks.
  • EBR increased during random trials and later transfer blocks, aligning with dopaminergic activity hypotheses.
  • A positive correlation was found between learning curves (RTs) and EBR slope during the SRT session.

Conclusions:

  • EBR serves as a valid indirect psychophysiological correlate of dopaminergic activity during sequential learning.
  • Inter-individual differences in EBR predict transfer effects in learning.
  • Explicit knowledge influences the link between EBR transfer effects and SRT performance.