Abstract
We examined sequential learning of actions in an experiment in which four different actions (push, twist, pinch, switch) were placed at four horizontal locations. At transfer, participants responded to a sequence that required performing the same sequence of actions at different locations and to a different sequence of actions at the same sequence of locations. Participants with explicit knowledge demonstrated only learning the sequence of response locations. However, participants with implicit knowledge learned the sequence of actions just as well as the sequence of locations, and performance on individual sequences was just as good as performance when both sequences were presented. These results demonstrated that two types of sequences, one of actions and another of response locations, can be learned simultaneously, suggesting that parallel representations are involved in implicit motor skill acquisition.
Article PDF
References
Bischoff-Grethe, A., Goedert, K. M., Willingham, D. T., &Grafton, S. T. (2004). Neural substrates of response-based sequence learning using fMRI.Journal of Cognitive Neuroscience,16, 127–138.
Colby, C. L. (1998). Action-oriented spatial reference frames in cortex.Neuron,20, 15–24.
Dominey, P., Lelekov, T., Ventre-Dominey, J., &Jeannerod, M. (1998). Dissociable processes for learning the surface structure and abstract structure of sensorimotor sequences.Journal of Cognitive Neuroscience,10, 734–751.
Keele, S. W., Ivry, R., Mayr, U., Hazeltine, E., &Heuer, H. (2003). The cognitive and neural architecture of sequence representation.Psychological Review,110, 316–339.
Knee, R., Thomason, S., Ashe, J., & Willingham, D. T. (in press). The representation of explicit motor sequence knowledge.Memory & Cognition.
Mayr, U. (1996). Spatial attention and implicit sequence learning: Evidence for independent learning of spatial and nonspatial sequences.Journal of Experimental Psychology: Learning, Memory, & Cognition,22, 350–364.
Nattkemper, D., &Prinz, W. (1997). Stimulus and response anticipation in a serial reaction time task.Psychological Research,60, 98–112.
Nissen, M. J., &Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures.Cognitive Psychology,19, 1–32.
Remillard, G. (2003). Pure perceptual-based sequence learning.Journal of Experimental Psychology: Learning, Memory, & Cognition,29, 581–597.
Squire, L. R., &Zola-Morgan, S. (1991). The medial temporal lobe memory system.Science,253, 1380–1386.
Willingham, D. B. (1998). A neuropsychological theory of motor skill learning.Psychological Review,105, 558–584.
Willingham, D. B. (1999). Implicit motor sequence learning is not purely perceptual.Memory & Cognition,27, 561–572.
Willingham, D. B., &Goedert, K. (2001). The role of taxonomies in the study of human memory.Cognitive, Affective, & Behavioral Neuroscience,1, 250–265.
Willingham, D. B., &Goedert-Eschmann, K. M. (1999). The relation between implicit and explicit learning: Evidence for parallel development.Psychological Science,10, 531–534.
Willingham, D. B., Nissen, M. J., &Bullemer, P. (1989). On the development of procedural knowledge.Journal of Experimental Psychology: Learning, Memory, & Cognition,15, 1047–1060.
Willingham, D. B., Salidis, J., &Gabrieli, J. D. E. (2002). Direct comparison of neural systems mediating conscious and unconscious skill learning.Journal of Neurophysiology,88, 1451–1460.
Willingham, D. B., Wells, L. A., Farrell, J. M., &Stemwedel, M. E. (2000). Implicit motor sequence learning is represented in response locations.Memory & Cognition,28, 366–375.
Author information
Authors and Affiliations
Corresponding author
Additional information
This research was supported by NIH Grants R01 NS040106-05 and R01 MH065598-01A1 to the second author.
Rights and permissions
About this article
Cite this article
Witt, J.K., Willingham, D.T. Evidence for separate representations for action and location in implicit motor sequencing. Psychonomic Bulletin & Review 13, 902–907 (2006). https://doi.org/10.3758/BF03194017
Received:
Accepted:
Issue Date:
DOI: https://doi.org/10.3758/BF03194017