Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
3
pubmed:dateCreated
1999-10-7
pubmed:abstractText
Participants viewed digit strings and typed them on a computer keyboard. When they used the same key configuration across training and test, they typed test strings that adhered to the same sequence rule as training strings faster than test strings that adhered to the opposite rule (general-regularity [GR] learning), and they typed test strings that were processed repeatedly during training faster than test strings that were not (specific-sequence [SS] learning). However, when they used different key configurations at training and at test, GR learning, but not SS learning, was observed. Conversely, when they did not type but spoke the strings aloud during training, SS learning, but not GR learning, was observed. Results suggest that in addition to declarative memory for specific sequences, relatively independent subsystems underlie procedural learning of perceptual-motor sequence components (producing GR effects) and sequence wholes (producing SS effects).
pubmed:grant
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:month
Jun
pubmed:issn
0096-1523
pubmed:author
pubmed:issnType
Print
pubmed:volume
25
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
815-36
pubmed:dateRevised
2007-11-14
pubmed:meshHeading
pubmed:year
1999
pubmed:articleTitle
Perceptual-motor sequence learning of general regularities and specific sequences.
pubmed:affiliation
Department of Psychology, University of Minnesota, Minneapolis 55455, USA. chad.j.marsolek-1@umn.edu
pubmed:publicationType
Journal Article, Research Support, U.S. Gov't, P.H.S., Research Support, U.S. Gov't, Non-P.H.S., Research Support, Non-U.S. Gov't