Kelly, Steve and Burton, A. (2001) Learning complex sequences: No role for observation? Psychological Research, 65 (1). pp. 15-23. ISSN 0340-0727
Full text not available in this repository. (Request a copy from the Strathclyde author)Abstract
Two experiments examined performance in a sequence learning task. Participants were trained on a repeating sequence which was presented as a visual display and learning was measured via the increase in reaction time to respond to a new sequence. Some participants made a response to each stimulus while others merely observed the sequence. In Experiment 1 participants responding to the display via a keypress showed learning, but those merely observing did not. Five possible reasons for the failure to find observational learning were considered and the Experiment 2 attempted to resolve these. This second experiment confirmed the findings of Experiment 1 in a non-spatial sequence display using a cover story which encouraged attention to the display but not rule-search strategies. The results are discussed in relation to applied and theoretical aspects of implicit learning.
| Item type: | Article |
|---|---|
| ID code: | 1730 |
| Keywords: | learning, educational psychology, Psychology, Education (General) |
| Subjects: | Philosophy. Psychology. Religion > Psychology Education > Education (General) |
| Department: | Faculty of Humanities And Social Sciences > Psychology |
| Related URLs: | |
| Depositing user: | Strathprints Administrator |
| Date Deposited: | 02 Nov 2006 |
| Last modified: | 04 Oct 2012 15:20 |
| URI: | http://strathprints.strath.ac.uk/id/eprint/1730 |
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