Learning what from where: Effects of spatial regularity on nonspatial sequence learning and updating.

The current study examined the influence of redundant stimulus features on our ability to build and update representations of our environment. We hypothesized that our ability to process redundant spatial features would speed our ability to adapt to changing nonspatial regularities. Using a computerized version of the children's game "rock-paper-scissors", undergraduates were instructed to win as often as possible against a computer opponent. The computer's plays were repeating sequences of five choices that were presented either with spatial regularity (i.e., "rock" would always appear on the left, "paper" in the middle, and "scissors" on the right) or without spatial regularity (i.e., the items were equally likely to appear in any of the three locations). Once participants learned a sequence, the computer switched to a different sequence without participants being informed that a switch had occurred. Redundant spatial regularity improved a participant's ability both to learn sequences of plays and to update their plays to reflect new computer sequences. Our results suggest that our perceptual system is sensitive to redundant spatial stimulus features and that this information can improve learning and updating.