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{
    "pk": 28102,
    "title": "SRT and ASRT: Similar Tasks Tapping Distinct Learning Mechanisms?",
    "subtitle": null,
    "abstract": "The Serial Reaction Time (SRT) and the Alternating Serial\nReaction Time (ASRT) tasks are widely used assessments of\nsequence learning (SL) wherein repetitive patterning of visual-\nspatial elements leads participants to anticipate locations of\nsubsequent elements in the series. In the SRT task, the\npredictive dependencies involve adjacent elements whereas in\nthe ASRT task they involve nonadjacent elements, due to the\ninsertion of random elements into the pattern. We tested\ncollege students (N = 74) to explore whether the SRT and the\nASRT tasks relied on similar underlying learning mechanisms\nwhile also examining associations between task performance\nand nonverbal fluid intelligence, visual-spatial working\nmemory, and sentence processing ability. There was no\ncorrelation in performance across the two SL tasks (r = –.18),\nsuggesting distinct learning mechanisms. Whereas 95.9% of\nparticipants demonstrated sequence-specific learning in the\nSRT task, only 64.9% demonstrated learning in the ASRT task.\nSL in the ASRT but not the SRT task was associated with\nnonverbal intelligence, visual-spatial working memory, and\nsentence comprehension. The observed results run counter to\nthe claim that the ASRT relies only on implicit learning\nmechanisms presumed to be unrelated to executive functioning\nor general intelligence.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "sequence learning; implicit statistical learning;\nworking memory; nonverbal intelligence; sentence processing"
        }
    ],
    "section": "Publication-based-Talks",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/5ks2h562",
    "frozenauthors": [
        {
            "first_name": "Olga",
            "middle_name": "",
            "last_name": "Parshina",
            "name_suffix": "",
            "institution": "CUNY",
            "department": ""
        },
        {
            "first_name": "Rita",
            "middle_name": "",
            "last_name": "Obeid",
            "name_suffix": "",
            "institution": "CUNY",
            "department": ""
        },
        {
            "first_name": "Elizabeth",
            "middle_name": "S",
            "last_name": "Che",
            "name_suffix": "",
            "institution": "CUNY",
            "department": ""
        },
        {
            "first_name": "Timothy",
            "middle_name": "J",
            "last_name": "Ricker",
            "name_suffix": "",
            "institution": "CUNY",
            "department": ""
        },
        {
            "first_name": "Patricia",
            "middle_name": "J",
            "last_name": "Brooks",
            "name_suffix": "",
            "institution": "CUNY",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28102/galley/17751/download/"
        }
    ]
}