Journal
FRONTIERS IN PSYCHOLOGY
Volume 11, Issue -, Pages -Publisher
FRONTIERS MEDIA SA
DOI: 10.3389/fpsyg.2020.599125
Keywords
sequence learning; multimodal; implicit knowledge; finger tapping; computer glove
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Funding
- Natural Sciences and Engineering Research Council (NSERC) of Canada
- Alexander Graham Bell Canada Graduate Scholarships-Doctoral (CGS-D) fellowship
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The study found that explicit knowledge performed best in a single modality, while implicit knowledge performed best when all three modalities were involved in learning sensorimotor tasks.
Learning to play a musical instrument involves mapping visual + auditory cues to motor movements and anticipating transitions. Inspired by the serial reaction time task and artificial grammar learning, we investigated explicit and implicit knowledge of statistical learning in a sensorimotor task. Using a between-subjects design with four groups, one group of participants were provided with visual cues and followed along by tapping the corresponding fingertip to their thumb, while using a computer glove. Another group additionally received accompanying auditory tones; the final two groups received sensory (visual or visual + auditory) cues but did not provide a motor response-all together following a 2 x 2 design. Implicit knowledge was measured by response time, whereas explicit knowledge was assessed using probe tests. Findings indicate that explicit knowledge was best with only the single modality, but implicit knowledge was best when all three modalities were involved.
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