Repetition learning is neither a continuous nor an implicit process.

ABSTRACT: Learning advances through repetition. A classic paradigm for studying this process is the Hebb repetition effect: Immediate serial recall performance improves for lists presented repeatedly as compared to nonrepeated lists. Learning in the Hebb paradigm has been described as a slow but continuous accumulation of long-term memory traces over repetitions [e.g., Page & Norris, Phil. Trans. R. Soc. B 364, 3737-3753 (2009)]. Furthermore, it has been argued that Hebb repetition learning requires no awareness of the repetition, thereby being an instance of implicit learning [e.g., Guérard et al., Mem. Cogn. 39, 1012-1022 (2011); McKelvie,  J. Gen. Psychol. 114, 75-88 (1987)]. While these assumptions match the data from a group-level perspective, another p

SUBMITTER: Musfeld P 

PROVIDER: S-EPMC10119999 | biostudies-literature | 2023 Apr

REPOSITORIES: biostudies-literature