Universität zu Köln

Geiger, Alexander, Cleeremans, Axel, Bente, Gary and Vogeley, Kai (2018). Social Cues Alter Implicit Motor Learning in a Serial Reaction Time Task. Front. Hum. Neurosci., 12. LAUSANNE: FRONTIERS MEDIA SA. ISSN 1662-5161

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Abstract

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.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Geiger, Alexander UNSPECIFIED UNSPECIFIED UNSPECIFIED Cleeremans, Axel UNSPECIFIED UNSPECIFIED UNSPECIFIED Bente, Gary UNSPECIFIED UNSPECIFIED UNSPECIFIED Vogeley, Kai UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-186463
DOI:	10.3389/fnhum.2018.00197
Journal or Publication Title:	Front. Hum. Neurosci.
Volume:	12
Date:	2018
Publisher:	FRONTIERS MEDIA SA
Place of Publication:	LAUSANNE
ISSN:	1662-5161
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language HIGH-FUNCTIONING AUTISM; VISUAL-ATTENTION; ASPERGER-SYNDROME; GAZE DIRECTION; EYE; PERFORMANCE; PERCEPTION; KNOWLEDGE; QUOTIENT; ADULTS Multiple languages Neurosciences; Psychology Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/18646