ArticlePloS one2020
Retrieval of a well-established skill is resistant to distraction: Evidence from an implicit probabilistic sequence learning task.
Article in PloS one, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Coupling between statistical learning and interference suppression.Psychological research · 2026Article
- The interplay between executive functions and updating predictive representations.Scientific reports · 2025Article
- Tracking human skill learning with a hierarchical Bayesian sequence model.PLoS computational biology · 2022Article
- The Effects of Cooperative and Competitive Situations on Statistical Learning.Brain sciences · 2022Article
- Inhibitory control hinders habit change.Scientific reports · 2022Article
- Divided attention does not affect the acquisition and consolidation of transitional probabilities.Scientific reports · 2020Article
- Speed or Accuracy Instructions During Skill Learning do not Affect the Acquired Knowledge.Cerebral cortex communications · 2020Article
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Authors and funding
8 authors.
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Abstract
The characteristics of acquiring new sequence information under dual-task situations have been extensively studied. A concurrent task has often been found to affect performance. In real life, however, we mostly perform a secondary task when the primary task is already well acquired. The effect of a secondary task on the ability to retrieve well-established sequence representations remains elusive. The present study investigates whether accessing well-acquired probabilistic sequence knowledge is affected by a concurrent task. Participants acquired non-adjacent regularities in an implicit probabilistic sequence learning task. After a 24-hour offline period, participants were tested on the same probabilistic sequence learning task under dual-task or single-task conditions. Here, we show that although the secondary task significantly prolonged the overall reaction times in the primary (sequence learning) task, access to the previously learned probabilistic representations remained intact. Our results highlight the importance of studying the dual-task effect not only in the learning phase but also during memory access to reveal the robustness of the acquired skill.
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