Title:
Explaining dual-task implicit learning deficits: the effect of within stimulus presentation

dc.contributor.advisor Fisk, Arthur D.
dc.contributor.author Nichols, Timothy A. en_US
dc.contributor.committeeMember Daniel Spieler
dc.contributor.committeeMember Dennis Folds
dc.contributor.committeeMember Schumacher, Eric H.
dc.contributor.committeeMember Wendy Rogers
dc.contributor.department Psychology en_US
dc.date.accessioned 2006-06-09T18:11:56Z
dc.date.available 2006-06-09T18:11:56Z
dc.date.issued 2006-04-04 en_US
dc.description.abstract Under typical between stimulus dual-task conditions, implicit sequence learning typically suffers, except under within stimulus conditions, where the stimuli for both tasks are the same. This finding is inconclusive, given that it has not been replicated and the study under which it was obtained was methodologically flawed. The finding also seemed to contradict the psychological refractory period finding that simultaneous presentation of the two task stimuli will result in performance decrements. Two experiments were conducted to test the effect of within stimulus presentation in a dual-task implicit learning task. In Experiment 1, within stimulus presentation resulted in improved sequence learning, relative to between stimulus presentation. The second experiment did not show an effect of response selection load under within stimulus presentation conditions. The findings suggest that implicit learning can occur under attentionally demanding conditions, but that the incidental task structure to be learned should be comprised of stimuli that are already attended during primary task processing. en_US
dc.description.degree Ph.D. en_US
dc.format.extent 937265 bytes
dc.format.mimetype application/pdf
dc.identifier.uri http://hdl.handle.net/1853/10490
dc.language.iso en_US
dc.publisher Georgia Institute of Technology en_US
dc.subject Implicit learning en_US
dc.subject Attention
dc.subject Sequence learning
dc.subject.lcsh Sequential machine theory en_US
dc.subject.lcsh Machine learning en_US
dc.subject.lcsh Human information processing en_US
dc.title Explaining dual-task implicit learning deficits: the effect of within stimulus presentation en_US
dc.type Text
dc.type.genre Dissertation
dspace.entity.type Publication
local.contributor.corporatename College of Sciences
local.contributor.corporatename School of Psychology
relation.isOrgUnitOfPublication 85042be6-2d68-4e07-b384-e1f908fae48a
relation.isOrgUnitOfPublication 768a3cd1-8d73-4d47-b418-0fc859ce897d
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