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Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task
Learning is a central ability for human development. Many skills we learn, such as language, are learned through observation or imitation in social contexts. Likewise, many skills are learned implicitly, that is, without an explicit intent to learn and without full awareness of the acquired knowledg...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5960666/ https://www.ncbi.nlm.nih.gov/pubmed/29867420 http://dx.doi.org/10.3389/fnhum.2018.00197 |
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author | Geiger, Alexander Cleeremans, Axel Bente, Gary Vogeley, Kai |
author_facet | Geiger, Alexander Cleeremans, Axel Bente, Gary Vogeley, Kai |
author_sort | Geiger, Alexander |
collection | PubMed |
description | Learning is a central ability for human development. Many skills we learn, such as language, are learned through observation or imitation in social contexts. Likewise, many skills are learned implicitly, that is, without an explicit intent to learn and without full awareness of the acquired knowledge. Here, we asked whether performance in a motor learning task is modulated by social vs. object cues of varying validity. To address this question, we asked participants to carry out a serial reaction time (SRT) task in which, on each trial, people have to respond as fast and as accurately as possible to the appearance of a stimulus at one of four possible locations. Unbeknownst to participants, the sequence of successive locations was sequentially structured, so that knowledge of the sequence facilitates anticipation of the next stimulus and hence faster motor responses. Crucially, each trial also contained a cue pointing to the next stimulus location. Participants could thus learn based on the cue, or on learning about the sequence of successive locations, or on a combination of both. Results show an interaction between cue type and cue validity for the motor responses: social cues (vs. object cues) led to faster responses in the low validity (LV) condition only. Concerning the extent to which learning was implicit, results show that in the cued blocks only, the highly valid social cue led to implicit learning. In the uncued blocks, participants showed no implicit learning in the highly valid social cue condition, but did in all other combinations of stimulus type and cueing validity. In conclusion, our results suggest that implicit learning is context-dependent and can be influenced by the cue type, e.g., social and object cues. |
format | Online Article Text |
id | pubmed-5960666 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-59606662018-06-04 Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task Geiger, Alexander Cleeremans, Axel Bente, Gary Vogeley, Kai Front Hum Neurosci Neuroscience Learning is a central ability for human development. Many skills we learn, such as language, are learned through observation or imitation in social contexts. Likewise, many skills are learned implicitly, that is, without an explicit intent to learn and without full awareness of the acquired knowledge. Here, we asked whether performance in a motor learning task is modulated by social vs. object cues of varying validity. To address this question, we asked participants to carry out a serial reaction time (SRT) task in which, on each trial, people have to respond as fast and as accurately as possible to the appearance of a stimulus at one of four possible locations. Unbeknownst to participants, the sequence of successive locations was sequentially structured, so that knowledge of the sequence facilitates anticipation of the next stimulus and hence faster motor responses. Crucially, each trial also contained a cue pointing to the next stimulus location. Participants could thus learn based on the cue, or on learning about the sequence of successive locations, or on a combination of both. Results show an interaction between cue type and cue validity for the motor responses: social cues (vs. object cues) led to faster responses in the low validity (LV) condition only. Concerning the extent to which learning was implicit, results show that in the cued blocks only, the highly valid social cue led to implicit learning. In the uncued blocks, participants showed no implicit learning in the highly valid social cue condition, but did in all other combinations of stimulus type and cueing validity. In conclusion, our results suggest that implicit learning is context-dependent and can be influenced by the cue type, e.g., social and object cues. Frontiers Media S.A. 2018-05-14 /pmc/articles/PMC5960666/ /pubmed/29867420 http://dx.doi.org/10.3389/fnhum.2018.00197 Text en Copyright © 2018 Geiger, Cleeremans, Bente and Vogeley. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Neuroscience Geiger, Alexander Cleeremans, Axel Bente, Gary Vogeley, Kai Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task |
title | Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task |
title_full | Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task |
title_fullStr | Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task |
title_full_unstemmed | Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task |
title_short | Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task |
title_sort | social cues alter implicit motor learning in a serial reaction time task |
topic | Neuroscience |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5960666/ https://www.ncbi.nlm.nih.gov/pubmed/29867420 http://dx.doi.org/10.3389/fnhum.2018.00197 |
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