Divided attention does not affect the acquisition and consolidation of transitional probabilities.

ABSTRACT: Statistical learning facilitates the efficient processing and prediction of environmental events and contributes to the acquisition of automatic behaviors. Whereas a minimal level of attention seems to be required for learning to occur, it is still unclear how acquisition and consolidation of statistical knowledge are affected when attention is divided during learning. To test the effect of divided attention on statistical learning and consolidation, ninety-six healthy young adults performed the Alternating Serial Reaction Time task in which they incidentally acquired second-order transitional probabilities. Half of the participants completed the task with a concurrent secondary intentional sequence learning task that was applied to the same stimulus stream. The other half of the participa

SUBMITTER: Horvath K 

PROVIDER: S-EPMC7775459 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature