Distinguishing general skill and sequence-specific components in sequence learning: Evidence from task sequence learning and consolidation

Meier, Beat; Weiermann, Brigitte; Cock, Josephine (19 July 2016). Distinguishing general skill and sequence-specific components in sequence learning: Evidence from task sequence learning and consolidation (Unpublished). In: 6th International Conference on Memory (ICOM-6). Budapest, Hungary. 17.-22.07.2016.

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The purpose of this study was to test learning and consolidation in implicit task sequence learning (TSL). With TSL, learning a cognitive sequence can be tested without the involvement of a visuo-motor sequence. It is thus especially suited to test the consolidation of learning unconfounded by visual and motor sequence information. We assessed general skill and sequence-specific learning separately, and tested their consolidation by examining performance again after a 24h retention interval containing sleep. The results show that general skill and sequence-specific representations follow a different pattern of consolidation, with an increase in performance for general skill but not for sequence-specific learning after 24h. The study underlines the importance to systematically separate general skill and sequence-specific learning.

Item Type:	Conference or Workshop Item (Paper)
Division/Institute:	07 Faculty of Human Sciences > Institute of Psychology > Psychological and Behavioral Health
UniBE Contributor:	Meier, Beat, Weiermann, Brigitte, Cock, Josephine
Subjects:	100 Philosophy > 150 Psychology 600 Technology > 610 Medicine & health
Language:	English
Submitter:	Beat Meier
Date Deposited:	05 Aug 2016 11:45
Last Modified:	29 Mar 2023 23:35
URI:	https://boris.unibe.ch/id/eprint/85094