How Incidental Sequence Learning Creates Reportable Knowledge: The Role of Unexpected Events

Autor/inn/en	Runger, Dennis; Frensch, Peter A.
Titel	How Incidental Sequence Learning Creates Reportable Knowledge: The Role of Unexpected Events
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 34 (2008) 5, S.1011-1026 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0012942
Schlagwörter	Reaction Time; Incidental Learning; Sequential Learning; Learning Processes; Task Analysis; Experimental Psychology; Memory; Transfer of Training + Suchen Sie Ihr Suchwort? Reaktionsvermögen; Inzidentelles Lernen; Didaktische Sequenzierung; Lernsequenz; Learning process; Lernprozess; Aufgabenanalyse; Experimentelle Psychologie; Gedächtnis; Training; Transfer; Ausbildung
Abstract	Research on incidental sequence learning typically is concerned with the characteristics of implicit or nonconscious learning. In this article, the authors aim to elucidate the cognitive mechanisms that contribute to the generation of explicit, reportable sequence knowledge. According to the unexpected-event hypothesis (P. A. Frensch, H. Haider, D. Runger, U. Neugebauer, S. Voigt, & J. Werg, 2003), individuals acquire reportable knowledge when they search for the cause of an experienced deviation from the expected task performance. The authors experimentally induced unexpected events by disrupting the sequence learning process with a modified serial reaction time task and found that, unlike random transfer sequences, a systematic transfer sequence increased the availability of reportable sequence knowledge. The lack of a facilitative effect of random sequences is explained by the detrimental effect of random events on the presumed search process that generates reportable knowledge. This view is corroborated in a final experiment in which the facilitative effect of systematic transfer blocks is offset by a concurrent secondary task that was introduced to interfere with the search process during transfer. (Contains 2 tables, 5 figures, and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10