ArticlePsychological research2021
Working memory affects anticipatory behavior during implicit pattern learning.
Article in Psychological research, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- Individual Differences in Holistic and Compositional Language Processing.Journal of cognition · 2023Article
- Behavioral Signatures of Memory Resources for Language: Looking beyond the Lexicon/Grammar Divide.Cognitive science · 2022Article
- The benefit of assessing implicit sequence learning in pianists with an eye-tracked serial reaction time task.Psychological research · 2022Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
We investigated the relation between implicit sequence learning and individual differences in working memory (WM) capacity. Participants performed an oculomotor version of the serial reaction time (SRT) task and three computerized WM tasks. Implicit learning was measured using anticipation measures only, as they represent strong indicators of learning. Our results demonstrate that anticipatory behavior in the SRT task changes as a function of WM capacity, such that it increases with decreased WM capacity. On the other hand, WM capacity did not affect the overall number of correct anticipations in the task. In addition, we report a positive relation between WM capacity and the number of consecutive correct anticipations (or chunks), and a negative relation between WM capacity and the overall number of errors, indicating different learning strategies during implicit sequence learning. The results of the current study are theoretically important, because they demonstrate that individual differences in WM capacity could account for differences in learning processes, and ultimately change individuals' anticipatory behavior, even when learning is implicit, without intention and awareness.
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Registered trials
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