Eberhardt Katharina, Esser Sarah, Haider Hilde
Department of Psychology.
J Exp Psychol Hum Percept Perform. 2017 Jul;43(7):1275-1290. doi: 10.1037/xhp0000380. Epub 2017 Mar 13.
According to the Theory of Event Coding (TEC; Hommel, Müsseler, Aschersleben, & Prinz, 2001), action and perception are represented in a shared format in the cognitive system by means of feature codes. In implicit sequence learning research, it is still common to make a conceptual difference between independent motor and perceptual sequences. This supposedly independent learning takes place in encapsulated modules (Keele, Ivry, Mayr, Hazeltine, & Heuer 2003) that process information along single dimensions. These dimensions have remained underspecified so far. It is especially not clear whether stimulus and response characteristics are processed in separate modules. Here, we suggest that feature dimensions as they are described in the TEC should be viewed as the basic content of modules of implicit learning. This means that the modules process all stimulus and response information related to certain feature dimensions of the perceptual environment. In 3 experiments, we investigated by means of a serial reaction time task the nature of the basic units of implicit learning. As a test case, we used stimulus location sequence learning. The results show that a stimulus location sequence and a response location sequence cannot be learned without interference (Experiment 2) unless one of the sequences can be coded via an alternative, nonspatial dimension (Experiment 3). These results support the notion that spatial location is one module of the implicit learning system and, consequently, that there are no separate processing units for stimulus versus response locations. (PsycINFO Database Record
根据事件编码理论（TEC；霍梅尔、米塞勒、阿舍斯莱本和普林兹，2001），动作和感知在认知系统中通过特征代码以共享格式进行表征。在隐性序列学习研究中，在独立的运动序列和感知序列之间进行概念区分仍然很常见。这种所谓的独立学习发生在封装模块中（基尔、伊夫里、迈尔、黑兹尔廷和霍耶尔，2003），这些模块沿单一维度处理信息。到目前为止，这些维度仍未明确界定。尤其不清楚刺激和反应特征是否在单独的模块中进行处理。在此，我们建议将TEC中描述的特征维度视为隐性学习模块的基本内容。这意味着这些模块处理与感知环境的某些特征维度相关的所有刺激和反应信息。在3个实验中，我们通过序列反应时任务研究了隐性学习基本单元的性质。作为一个测试案例，我们使用了刺激位置序列学习。结果表明，刺激位置序列和反应位置序列在没有干扰的情况下无法被学习（实验2），除非其中一个序列可以通过替代的非空间维度进行编码（实验3）。这些结果支持了这样一种观点，即空间位置是隐性学习系统的一个模块，因此，对于刺激位置和反应位置不存在单独的处理单元。（PsycINFO数据库记录）
