Department of Psychology, University at Buffalo, 355 Park Hall, Buffalo, NY 14260, USA.
Psychon Bull Rev. 2011 Jun;18(3):544-9. doi: 10.3758/s13423-011-0077-x.
The present research addressed whether auditory feedback associated with a learned action sequence can activate the action representation of that sequence. Nonpianist participants learned to perform two melodies at a piano keyboard repeatedly during a trial. The participants heard feedback either from the melody they were performing (normal feedback) or from the other learned melody (termed alternate feedback). An additional tone functioned as an instruction cue to either switch melodies or continue the current melody. Following the instruction cues, participants typically paused just before switching, and paused similarly during trials with a continue cue. Participants paused longer after a continue cue when they experienced alternate rather than normal feedback. This effect was specific to instruction cues positioned at weak metrical accents--positions at which participants were less likely to switch overall. Feedback did not influence timing on switch trials. These findings indicate that influences of auditory feedback can activate learned action sequences, leading to longer latencies associated with cue evaluation.
本研究旨在探讨与习得动作序列相关的听觉反馈是否能激活该序列的动作表征。非钢琴演奏者在一次试验中反复在钢琴键盘上演奏两段旋律。参与者听到的反馈来自他们正在演奏的旋律（正常反馈）或另一段习得的旋律（称为交替反馈）。另外一个音调用作切换旋律或继续当前旋律的指令提示。在指令提示之后，参与者通常在切换之前暂停，在继续提示的试验中也会类似地暂停。当参与者经历交替反馈而不是正常反馈时，他们在继续提示后会暂停更长时间。这种效果仅出现在弱韵律重音的指令提示位置——参与者整体上不太可能切换的位置。反馈不会影响切换试验的时间。这些发现表明，听觉反馈的影响可以激活习得的动作序列，导致与提示评估相关的更长潜伏期。
