UCLA

This work aimed to understand the limits and capabilities of implicit sequence learning, or internalizing statistically-defined regularities in a stream of stimuli without awareness or intention to learn. Both spatial and nonspatial informational components were manipulated in presented streams of stimuli, and undergraduates learned regularities in both categories of information and applied this knowledge to test trials. Evidence for a unique contribution of a spatial component to visual implicit sequence learning was presented, and changes in performance across the quarter were examined. This work supported a model of implicit learning as a general principle of neural processing (Reber, 2013) and a model of unidimensional and multidimensional systems involved in implicit sequence learning (Keele et al., 2003).