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Learning complex sequences: No role for observation?

Kelly, Steve and Burton, A. (2001) Learning complex sequences: No role for observation? Psychological Research, 65 (1). pp. 15-23. ISSN 0340-0727

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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), Experimental and Cognitive Psychology
Subjects: Philosophy. Psychology. Religion > Psychology
Education > Education (General)
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Psychological Science and Health > Psychology
Related URLs:
    Depositing user: Strathprints Administrator
    Date Deposited: 02 Nov 2006
    Last modified: 04 Sep 2014 10:23
    URI: http://strathprints.strath.ac.uk/id/eprint/1730

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