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    Chunking processes in the learning of event sequences: electrophysiological indicators

    Schlaghecken, F. and Stuermer, B. and Eimer, Martin (2000) Chunking processes in the learning of event sequences: electrophysiological indicators. Memory & Cognition 28 (5), pp. 821-831. ISSN 0090-502X.

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    The present study investigated whether effects of implicit learning (IL) are due to well-learned and explicitly represented parts of the stimulus material (“chunks”). To this purpose, event-related brain potentials (ERPs) were recorded during an oddball-version of a serial reaction time (RT) task: At unpredictable positions within a 16-item letter sequence, single deviant items replaced an item of the repeatedly presented standard sequence. After acquisition, the “process dissociation procedure” (Jacoby, 1991) was adopted to identify explicitly learned sequence parts for each participant. Acquisition of sequence knowledge was reflected in faster RTs for standard items than for deviant items and in enhanced N2b and P3b components for deviant items. While the ERP effects were obtained for explicitly represented sequence parts only, RT effects were independent of subsequent reproduction performance. These results indicated that (1) ERPs are a valid measure of explicit knowledge, (2) implicit and explicit knowledge coexist in serial RT tasks, and (3) chunking processes play a major role in the acquisition of explicit knowledge about event sequences.


    Item Type: Article
    School: Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences
    Depositing User: Sarah Hall
    Date Deposited: 10 Dec 2019 15:53
    Last Modified: 02 Aug 2023 17:56


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