Multimodal sequence learning

Kemény, Ferenc; Meier, Beat (2016). Multimodal sequence learning. Acta psychologica, 164, pp. 27-33. Elsevier 10.1016/j.actpsy.2015.10.009

[img] Text
KemenyMeier_AP2016.pdf - Published Version
Restricted to registered users only
Available under License Publisher holds Copyright.

Download (772kB) | Request a copy

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.

Item Type: Journal Article (Original Article)
Division/Institute: 07 Faculty of Human Sciences > Institute of Psychology > Experimental Psychology and Neuropsychology
UniBE Contributor: Kemény, Ferenc and Meier, Beat
Subjects: 100 Philosophy > 150 Psychology
600 Technology > 610 Medicine & health
ISSN: 0001-6918
Publisher: Elsevier
Language: English
Submitter: Beat Meier
Date Deposited: 25 Nov 2015 08:43
Last Modified: 26 Jun 2016 02:08
Publisher DOI: 10.1016/j.actpsy.2015.10.009
BORIS DOI: 10.7892/boris.73065
URI: http://boris.unibe.ch/id/eprint/73065

Actions (login required)

Edit item Edit item
Provide Feedback