Effects of presentation rate and individual differences in short-term memory capacity on an indirect measure of serial learning

In three experiments, we studied the relation between degree of implicit learning and two aspects of short-term memory: (1) the activation level of the to-be-learned information, and (2) individual differences in short-term memory capacity. In all the experiments, we used the Nissen and Bullemer (19...

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Published inMemory & cognition Vol. 22; no. 1; pp. 95 - 110
Main Authors FRENSCH, P. A, MINER, C. S
Format Journal Article
LanguageEnglish
Published Austin, TX Psychonomic Society 1994
Springer Nature B.V
Subjects
Adolescent
Adult
Age Factors
Attention
Biological and medical sciences
Cognition & reasoning
Communication disorders
Experiments
Female
Fundamental and applied biological sciences. Psychology
Human
Humans
Learning
Learning. Memory
Male
Memory
Memory, Short-Term
Middle Aged
Photic Stimulation
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reaction Time
Short term
Social research
Short term
Human
Implicit memory
Memory
Rate
Cognition
Mnemonic span
Experimental study
Incidental learning
Intentional learning
Acquisition process
Serial learning
Memory capacity
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Summary:In three experiments, we studied the relation between degree of implicit learning and two aspects of short-term memory: (1) the activation level of the to-be-learned information, and (2) individual differences in short-term memory capacity. In all the experiments, we used the Nissen and Bullemer (1987) serial reaction time paradigm or a modification thereof. The effects of activation level were assessed by experimentally manipulating the rate of presentation. Individual differences in short-term memory capacity were assessed via traditional span measures. The experiments demonstrated that the rate of presentation reliably affected an indirect measure of learning (i.e., response time) under both incidental and intentional task instructions and under both single-task and dual-task conditions. Short-term memory span was reliably related to the indirect measure of learning only in some experimental conditions. The findings represent important constraints for models of implicit serial learning and are discussed within a general framework for understanding implicit learning and memory.
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ISSN:0090-502X
1532-5946
DOI:10.3758/bf03202765