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Underlying Sources of Response-Response Contingency Learning.

Klaus Rothermund1, Anna Martini1, Philipp Sprengholz2

  • 1Friedrich Schiller University Jena, Jena, Germany.

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Summary
This summary is machine-generated.

This study shows that people learn response sequences (response-response contingency learning) in tasks. This learning is partly conscious and partly automatic, even without awareness.

Keywords:
Contingency learningaction sequencescontingency awarenessepisodic response retrievalhabitsimplicit learninglaw of recencypropositional knowledgeresponse-response bindingserial reaction time task (SRTT)

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Human Behavior

Background:

  • Contingency learning is crucial for adapting behavior.
  • Understanding how response sequences are learned informs cognitive models.
  • Previous research focused on simpler associations, leaving sequence learning less understood.

Purpose of the Study:

  • To investigate response-response contingency learning (RR-CL) in a serial reaction time task (SRT).
  • To differentiate between episodic retrieval and genuine RR-CL.
  • To explore the role of contingency awareness in RR-CL.

Main Methods:

  • A pre-registered study with 40 participants using a serial reaction time task.
  • Manipulated transition probabilities to create response sequence contingencies.
  • Measured response times and contingency awareness.

Main Results:

  • Robust RR-CL effects were observed, with faster responses to likely sequences.
  • Episodic retrieval partially explained RR-CL, but a genuine effect remained.
  • Residual RR-CL was linked to contingency awareness but also occurred without it.

Conclusions:

  • Response sequence learning involves both conscious (propositional) and automatic processes.
  • Genuine RR-CL can operate outside of conscious awareness.
  • Findings contribute to understanding implicit and explicit learning mechanisms.