RESUMEN
In this paper, we reexamined the typical analysis methods of a visuomotor sequence learning task, namely the ASRT task (J. H. Howard & Howard, 1997). We pointed out that the current analysis of data could be improved by paying more attention to pre-existing biases (i.e. by eliminating artifacts by using new filters) and by introducing a new data grouping that is more in line with the task's inherent statistical structure. These suggestions result in more types of learning scores that can be quantified and also in purer measures. Importantly, the filtering method proposed in this paper also results in higher individual variability, possibly indicating that it had been masked previously with the usual methods. The implications of our findings relate to other sequence learning tasks as well, and opens up opportunities to study different types of implicit learning phenomena.
Asunto(s)
Aprendizaje Seriado/fisiología , Adulto , Sesgo , Femenino , Humanos , Masculino , Modelos Estadísticos , Desempeño Psicomotor , Tiempo de Reacción , Adulto JovenRESUMEN
One major challenge in human behavior and brain sciences is to understand how we can rewire already existing perceptual, motor, cognitive, and social skills or habits. Here we aimed to characterize one aspect of rewiring, namely, how we can update our knowledge of sequential/statistical regularities when they change. The dynamics of rewiring was explored from learning to consolidation using a unique experimental design which is suitable to capture the effect of implicit and explicit processing and the proactive and retroactive interference. Our results indicate that humans can rewire their knowledge of such regularities incidentally, and consolidation has a critical role in this process. Moreover, old and new knowledge can coexist, leading to effective adaptivity of the human mind in the changing environment, although the execution of the recently acquired knowledge may be more fluent than the execution of the previously learned one. These findings can contribute to a better understanding of the cognitive processes underlying behavior change, and can provide insights into how we can boost behavior change in various contexts, such as sports, educational settings or psychotherapy.