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Related Experiment Videos

Response-to-stimulus interval does not affect implicit motor sequence learning, but does affect performance

D B Willingham1, A R Greenberg, R C Thomas

  • 1Department of Psychology, University of Virginia, Charlottesville 22903, USA. dbw8m@virginia.edu

Memory & Cognition
|July 1, 1997
PubMed
Summary
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Implicit motor sequence learning is not disrupted by inconsistent timing. Longer delays between responses and stimuli did not impact learning, suggesting attention is key.

Area of Science:

  • Cognitive Psychology
  • Motor Learning
  • Neuroscience

Background:

  • Implicit motor sequence learning is typically disrupted by secondary tasks, attributed to attentional load.
  • Alternative theories suggest secondary tasks impact timing, specifically the response-to-stimulus interval (RSI).

Purpose of the Study:

  • To investigate the role of the response-to-stimulus interval (RSI) in implicit motor sequence learning.
  • To test whether attentional load or timing mechanisms underlie secondary task interference.

Main Methods:

  • Six experiments manipulated the response-to-stimulus interval (RSI).
  • Implicit motor sequence learning was assessed under varying RSI conditions.

Main Results:

Related Experiment Videos

  • Inconsistent RSIs did not negatively affect implicit motor sequence learning.
  • Long RSIs did not impair learning, though expression of learning was sometimes reduced.
  • Results did not support timing-based hypotheses for secondary task interference.

    • Conclusions:

    • The findings support the original hypothesis that attentional load, not timing, is critical for secondary task effects on implicit motor learning.
    • Attention plays a significant role in modulating implicit motor sequence learning performance.