Janacsek, Karolina ORCID: 0000-0001-7829-8220 and Nemeth, Dezso (2013) Implicit sequence learning and working memory: correlated or complicated? Cortex, 49 (8). pp. 2001-2006. ISSN 0010-9452 (doi:https://doi.org/10.1016/j.cortex.2013.02.012)

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Abstract

The relationship between implicit/incidental sequence learning and working memory motivated a series of research because it is plausible that higher working memory capacity opens a “larger window” to a sequence, allowing thereby the sequence learning process to be easier. Although the majority of studies found no relationship between implicit sequence learning and working memory capacity, in the past few years several studies have tried to demonstrate the shared or partly shared brain networks underlying these two systems. In order to help the interpretation of these and future results, in this mini-review we suggest the following factors to be taken into consideration before testing the relationship between sequence learning and working memory: 1) the explicitness of the sequence; 2) the method of measuring working memory capacity; 3) online and offline stages of sequence learning; and 4) general skill- and sequence-specific learning.

Item Type:	Article
Uncontrolled Keywords:	skill learning, sequence learning, implicit vs. explicit learning, working memory, dorsolateral prefrontal cortex
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified:	24 Feb 2021 11:12
URI:	http://gala.gre.ac.uk/id/eprint/25695

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