Department of Cognitive Psychology and Ergonomics, University of Twente, Enschede, The Netherlands.
Psychon Bull Rev. 2010 Oct;17(5):603-23. doi: 10.3758/PBR.17.5.603.
This article presents a review on the representational base of sequence learning in the serial reaction time task. The first part of the article addresses the major questions and challenges that underlie the debate on implicit and explicit learning. In the second part, the informational content that underlies sequence representations is reviewed. The latter issue has produced a rich and equivocal literature. A taxonomy illustrates that substantial support exists for associations between successive stimulus features, between successive response features, and between successive response-to-stimulus compounds. We suggest that sequence learning is not predetermined with respect to one particular type of information but, rather, develops according to an overall principle of activation contingent on task characteristics. Moreover, substantiating such an integrative approach is proposed by a synthesis with the dual-system model (Keele, Ivry, Mayr, Hazeltine, & Heuer, 2003).
本文回顾了序列反应时任务中序列学习的表象基础。文章的第一部分讨论了隐含学习和显式学习争论所依据的主要问题和挑战。第二部分回顾了序列表象的信息内容。这一问题产生了丰富而模棱两可的文献。分类法表明，在连续刺激特征、连续反应特征以及连续反应-刺激组合之间存在着大量的关联。我们认为，序列学习不是预先确定的，它不是针对某一种特定类型的信息，而是根据任务特征的激活整体原则来发展的。此外，通过与双系统模型（Keele、Ivry、Mayr、Hazeltine 和 Heuer，2003）的综合，提出了这种综合方法的依据。
