Madan Christopher R, Singhal Anthony
School of Psychology, University of Nottingham, Nottingham, United Kingdom.
Department of Psychology, University of Alberta, Edmonton, AB, Canada.
Front Psychol. 2021 Jan 13;11:599125. doi: 10.3389/fpsyg.2020.599125. eCollection 2020.
Learning to play a musical instrument involves mapping visual + auditory cues to motor movements and anticipating transitions. Inspired by the serial reaction time task and artificial grammar learning, we investigated explicit and implicit knowledge of statistical learning in a sensorimotor task. Using a between-subjects design with four groups, one group of participants were provided with visual cues and followed along by tapping the corresponding fingertip to their thumb, while using a computer glove. Another group additionally received accompanying auditory tones; the final two groups received sensory (visual or visual + auditory) cues but did not provide a motor response-all together following a 2 × 2 design. Implicit knowledge was measured by response time, whereas explicit knowledge was assessed using probe tests. Findings indicate that explicit knowledge was best with only the single modality, but implicit knowledge was best when all three modalities were involved.
学习演奏乐器涉及将视觉和听觉线索映射到运动动作并预测转换。受序列反应时任务和人工语法学习的启发，我们在一项感觉运动任务中研究了统计学习的显性和隐性知识。采用四组的组间设计，一组参与者被提供视觉线索，并在使用计算机手套的同时，通过将相应的指尖轻敲到拇指来跟随操作。另一组还额外接收伴随的听觉音调；最后两组接收感觉（视觉或视觉+听觉）线索，但不做出运动反应——全部遵循2×2设计。隐性知识通过反应时间来衡量，而显性知识则使用探测测试进行评估。研究结果表明，仅单一模态时显性知识最佳，但当三种模态都涉及到时隐性知识最佳。
