An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention

Zhanglong Lu; Xiaoyu Li

doi:doi:10.11648/j.pbs.20180701.13

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An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention

Zhanglong Lu, Xiaoyu Li

Published in Psychology and Behavioral Sciences (Volume 7, Issue 1)

Received: 2 March 2018 Accepted: 19 March 2018 Published: 16 April 2018

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Abstract

The purpose of this study was to explore the relationship between multiple implicit sequence learning and attention. A one-factor between-subjects experimental design was used, with attentional load (low vs. high) as between-subjects variable. Eye-movement technology was adopted, and saccadic reaction time was as dependent measure. Forty healthy volunteers were randomly assigned to high attentional load condition and low attentional load condition. The results showed that: (1) Saccadic reaction time in high attentional load condition was longer than low attentional load condition’s; (2) Both the primary sequence and the secondary sequence could be learned no matter whether in low attentional load condition or in high attentional load condition; (3) the sequence learning scores did not differ from primary sequence and secondary sequence. These findings suggest that there are no attentional limitations on the learning of multiple sequence learning.

Published in	Psychology and Behavioral Sciences (Volume 7, Issue 1)
DOI	10.11648/j.pbs.20180701.13
Page(s)	8-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Multiple Sequence Learning, Implicit Learning, Attention, Eye Movements

References

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APA Style

Zhanglong Lu, Xiaoyu Li. (2018). An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention. Psychology and Behavioral Sciences, 7(1), 8-13. https://doi.org/10.11648/j.pbs.20180701.13

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ACS Style

Zhanglong Lu; Xiaoyu Li. An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention. Psychol. Behav. Sci. 2018, 7(1), 8-13. doi: 10.11648/j.pbs.20180701.13

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AMA Style

Zhanglong Lu, Xiaoyu Li. An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention. Psychol Behav Sci. 2018;7(1):8-13. doi: 10.11648/j.pbs.20180701.13

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@article{10.11648/j.pbs.20180701.13,
  author = {Zhanglong Lu and Xiaoyu Li},
  title = {An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention},
  journal = {Psychology and Behavioral Sciences},
  volume = {7},
  number = {1},
  pages = {8-13},
  doi = {10.11648/j.pbs.20180701.13},
  url = {https://doi.org/10.11648/j.pbs.20180701.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20180701.13},
  abstract = {The purpose of this study was to explore the relationship between multiple implicit sequence learning and attention. A one-factor between-subjects experimental design was used, with attentional load (low vs. high) as between-subjects variable. Eye-movement technology was adopted, and saccadic reaction time was as dependent measure. Forty healthy volunteers were randomly assigned to high attentional load condition and low attentional load condition. The results showed that: (1) Saccadic reaction time in high attentional load condition was longer than low attentional load condition’s; (2) Both the primary sequence and the secondary sequence could be learned no matter whether in low attentional load condition or in high attentional load condition; (3) the sequence learning scores did not differ from primary sequence and secondary sequence. These findings suggest that there are no attentional limitations on the learning of multiple sequence learning.},
 year = {2018}
}

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TY  - JOUR
T1  - An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention
AU  - Zhanglong Lu
AU  - Xiaoyu Li
Y1  - 2018/04/16
PY  - 2018
N1  - https://doi.org/10.11648/j.pbs.20180701.13
DO  - 10.11648/j.pbs.20180701.13
T2  - Psychology and Behavioral Sciences
JF  - Psychology and Behavioral Sciences
JO  - Psychology and Behavioral Sciences
SP  - 8
EP  - 13
PB  - Science Publishing Group
SN  - 2328-7845
UR  - https://doi.org/10.11648/j.pbs.20180701.13
AB  - The purpose of this study was to explore the relationship between multiple implicit sequence learning and attention. A one-factor between-subjects experimental design was used, with attentional load (low vs. high) as between-subjects variable. Eye-movement technology was adopted, and saccadic reaction time was as dependent measure. Forty healthy volunteers were randomly assigned to high attentional load condition and low attentional load condition. The results showed that: (1) Saccadic reaction time in high attentional load condition was longer than low attentional load condition’s; (2) Both the primary sequence and the secondary sequence could be learned no matter whether in low attentional load condition or in high attentional load condition; (3) the sequence learning scores did not differ from primary sequence and secondary sequence. These findings suggest that there are no attentional limitations on the learning of multiple sequence learning.
VL  - 7
IS  - 1
ER  -

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Author Information

Zhanglong Lu

College of Education, Zhengzhou University, Zhengzhou, China
Xiaoyu Li

Zhengzhou Central Hospital, Zhengzhou, China

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APA Style

Zhanglong Lu, Xiaoyu Li. (2018). An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention. Psychology and Behavioral Sciences, 7(1), 8-13. https://doi.org/10.11648/j.pbs.20180701.13

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ACS Style

Zhanglong Lu; Xiaoyu Li. An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention. Psychol. Behav. Sci. 2018, 7(1), 8-13. doi: 10.11648/j.pbs.20180701.13

Copy | Download

AMA Style

Zhanglong Lu, Xiaoyu Li. An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention. Psychol Behav Sci. 2018;7(1):8-13. doi: 10.11648/j.pbs.20180701.13

Copy | Download

@article{10.11648/j.pbs.20180701.13,
  author = {Zhanglong Lu and Xiaoyu Li},
  title = {An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention},
  journal = {Psychology and Behavioral Sciences},
  volume = {7},
  number = {1},
  pages = {8-13},
  doi = {10.11648/j.pbs.20180701.13},
  url = {https://doi.org/10.11648/j.pbs.20180701.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20180701.13},
  abstract = {The purpose of this study was to explore the relationship between multiple implicit sequence learning and attention. A one-factor between-subjects experimental design was used, with attentional load (low vs. high) as between-subjects variable. Eye-movement technology was adopted, and saccadic reaction time was as dependent measure. Forty healthy volunteers were randomly assigned to high attentional load condition and low attentional load condition. The results showed that: (1) Saccadic reaction time in high attentional load condition was longer than low attentional load condition’s; (2) Both the primary sequence and the secondary sequence could be learned no matter whether in low attentional load condition or in high attentional load condition; (3) the sequence learning scores did not differ from primary sequence and secondary sequence. These findings suggest that there are no attentional limitations on the learning of multiple sequence learning.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention
AU  - Zhanglong Lu
AU  - Xiaoyu Li
Y1  - 2018/04/16
PY  - 2018
N1  - https://doi.org/10.11648/j.pbs.20180701.13
DO  - 10.11648/j.pbs.20180701.13
T2  - Psychology and Behavioral Sciences
JF  - Psychology and Behavioral Sciences
JO  - Psychology and Behavioral Sciences
SP  - 8
EP  - 13
PB  - Science Publishing Group
SN  - 2328-7845
UR  - https://doi.org/10.11648/j.pbs.20180701.13
AB  - The purpose of this study was to explore the relationship between multiple implicit sequence learning and attention. A one-factor between-subjects experimental design was used, with attentional load (low vs. high) as between-subjects variable. Eye-movement technology was adopted, and saccadic reaction time was as dependent measure. Forty healthy volunteers were randomly assigned to high attentional load condition and low attentional load condition. The results showed that: (1) Saccadic reaction time in high attentional load condition was longer than low attentional load condition’s; (2) Both the primary sequence and the secondary sequence could be learned no matter whether in low attentional load condition or in high attentional load condition; (3) the sequence learning scores did not differ from primary sequence and secondary sequence. These findings suggest that there are no attentional limitations on the learning of multiple sequence learning.
VL  - 7
IS  - 1
ER  -

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