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Multimodal sequence learning.
Journal article

Multimodal sequence learning.

  • Kemény F Institute of Psychology, University of Graz, Austria; Department of Cognitive Science, Budapest University of Technology and Economics, Budapest, Hungary; Institute of Psychology, University of Bern, Bern, Switzerland. Electronic address: fkemeny@cogsci.bme.hu.
  • Meier B Institute of Psychology, University of Bern, Bern, Switzerland; Center for Cognition, Learning and Memory, University of Bern, Bern, Switzerland.
  • 2015-12-29
Published in:
  • Acta psychologica. - 2016
Correlated sequences
Implicit sequence learning
Modality independence
Task Sequence Learning
Adolescent
Adult
Auditory Perception
Concept Formation
Female
Humans
Learning
Male
Serial Learning
Visual Perception
Young Adult
English While sequence learning research models complex phenomena, previous studies have mostly focused on unimodal sequences. The goal of the current experiment is to put implicit sequence learning into a multimodal context: to test whether it can operate across different modalities. We used the Task Sequence Learning paradigm to test whether sequence learning varies across modalities, and whether participants are able to learn multimodal sequences. Our results show that implicit sequence learning is very similar regardless of the source modality. However, the presence of correlated task and response sequences was required for learning to take place. The experiment provides new evidence for implicit sequence learning of abstract conceptual representations. In general, the results suggest that correlated sequences are necessary for implicit sequence learning to occur. Moreover, they show that elements from different modalities can be automatically integrated into one unitary multimodal sequence.
Language
  • English
Open access status
closed
Identifiers
Persistent URL
https://sonar.ch/global/documents/178455
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