Asymmetrical learning between a tactile and visual serial RT task

Research output: Contribution to journalArticleAcademic

Abstract

According to many researchers, implicit learning in the serial reaction-time task is predominantly motor based and therefore should be independent of stimulus modality. Previous research on the task, however, has focused almost completely on the visual domain. Here we investigated sequence learning when the imperative stimuli were presented tactilely to the fingers. Learning in this task was compared to sequence learning in a typical visual task, using very similar experimental conditions. The results indicate that sequential learning occurs in the tactile task, though to a lesser degree than in its visual counterpart. Furthermore, there was similar cross-modal transfer in both directions, meaning that transfer from the visual to the tactile task was partial. It is proposed that sequence learning involves a stimulus-specific component in the visual but not in the tactile task.
Original languageUndefined
Pages (from-to)210-217
JournalQuarterly journal of experimental psychology
Volume61
Issue number2
DOIs
Publication statusPublished - 2007

Keywords

  • IR-58724

Cite this

@article{cf66759c7c6346e1b6cc59e735a9f349,
title = "Asymmetrical learning between a tactile and visual serial RT task",
abstract = "According to many researchers, implicit learning in the serial reaction-time task is predominantly motor based and therefore should be independent of stimulus modality. Previous research on the task, however, has focused almost completely on the visual domain. Here we investigated sequence learning when the imperative stimuli were presented tactilely to the fingers. Learning in this task was compared to sequence learning in a typical visual task, using very similar experimental conditions. The results indicate that sequential learning occurs in the tactile task, though to a lesser degree than in its visual counterpart. Furthermore, there was similar cross-modal transfer in both directions, meaning that transfer from the visual to the tactile task was partial. It is proposed that sequence learning involves a stimulus-specific component in the visual but not in the tactile task.",
keywords = "IR-58724",
author = "E.L. Abrahamse and {van der Lubbe}, {Robert Henricus Johannes} and Verwey, {Willem B.}",
year = "2007",
doi = "10.1080/17470210701566739",
language = "Undefined",
volume = "61",
pages = "210--217",
journal = "Quarterly journal of experimental psychology",
issn = "1747-0218",
publisher = "Taylor & Francis",
number = "2",

}

Asymmetrical learning between a tactile and visual serial RT task. / Abrahamse, E.L.; van der Lubbe, Robert Henricus Johannes; Verwey, Willem B.

In: Quarterly journal of experimental psychology, Vol. 61, No. 2, 2007, p. 210-217.

Research output: Contribution to journalArticleAcademic

TY - JOUR

T1 - Asymmetrical learning between a tactile and visual serial RT task

AU - Abrahamse, E.L.

AU - van der Lubbe, Robert Henricus Johannes

AU - Verwey, Willem B.

PY - 2007

Y1 - 2007

N2 - According to many researchers, implicit learning in the serial reaction-time task is predominantly motor based and therefore should be independent of stimulus modality. Previous research on the task, however, has focused almost completely on the visual domain. Here we investigated sequence learning when the imperative stimuli were presented tactilely to the fingers. Learning in this task was compared to sequence learning in a typical visual task, using very similar experimental conditions. The results indicate that sequential learning occurs in the tactile task, though to a lesser degree than in its visual counterpart. Furthermore, there was similar cross-modal transfer in both directions, meaning that transfer from the visual to the tactile task was partial. It is proposed that sequence learning involves a stimulus-specific component in the visual but not in the tactile task.

AB - According to many researchers, implicit learning in the serial reaction-time task is predominantly motor based and therefore should be independent of stimulus modality. Previous research on the task, however, has focused almost completely on the visual domain. Here we investigated sequence learning when the imperative stimuli were presented tactilely to the fingers. Learning in this task was compared to sequence learning in a typical visual task, using very similar experimental conditions. The results indicate that sequential learning occurs in the tactile task, though to a lesser degree than in its visual counterpart. Furthermore, there was similar cross-modal transfer in both directions, meaning that transfer from the visual to the tactile task was partial. It is proposed that sequence learning involves a stimulus-specific component in the visual but not in the tactile task.

KW - IR-58724

U2 - 10.1080/17470210701566739

DO - 10.1080/17470210701566739

M3 - Article

VL - 61

SP - 210

EP - 217

JO - Quarterly journal of experimental psychology

JF - Quarterly journal of experimental psychology

SN - 1747-0218

IS - 2

ER -