Acta Psychologica Sinica

Abstract

This study used the number of errors and reaction times as the indicator of implicit knowledge and recognition and generation performance as the indicator of explicit knowledge to test the effects of type and feature of knowledge on implicit sequence learning. The findings indicated that: (1) implicit learning and explicit learning respectively depended on different learning systems which didn’t interfere with each other; (2) when stimuli in implicit sequence learning involved both motor and perceptual knowledge, the type and feature of knowledge influenced the acquirement of sequence knowledge, and motor knowledge was more readily acquired than perceptual knowledge; and (3) the amount of training with a sequence also contributed to the degree of sequence learning, and sequence learning was a dynamic process.

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