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Implicit sequence learning and working memory: correlated or complicated?

Implicit sequence learning and working memory: correlated or complicated?

Janacsek, Karolina 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 / Department / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Department of Psychology, Social Work & Counselling
Last Modified: 13 Jan 2020 12:39
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/25695

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