Proceedings of the Annual Meeting of the Cognitive Science Society

The objective of this study was to investigate the effects of varying Response-to-Stimulus interval (RSI) on sequencelearning by systematically varying it across three different groups (Group1: 0-300ms, Group2: 400-700ms and Group3: 800-1100ms) and to assess the implicitness and explicitness of the knowledge acquired through such learning. Serial Reaction timetask followed by generation task and recognition task were used for this purpose. Results of the SRT task showed learning in allthe three groups and the results of the free generation task and recognition task revealed that the sequence learning was implicitin Groups 1 and 2 while it was explicit in Group3. These results were discussed in the context of a recent theoretical frameworkthat proposes conditions in which a switch from implicit to explicit knowledge acquisition is facilitated.