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skill and sequence-specific components in sequence learning: Evidence from task sequence learning and consolidation (Unpublished).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 > Experimental Psychology and Neuropsychology

UniBE Contributor:

Meier, Beat; Weiermann, Brigitte and 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:

05 Aug 2016 11:45

URI:

https://boris.unibe.ch/id/eprint/85094

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