Volume 7, Issue 1, February 2018, Page: 8-13
An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention
Zhanglong Lu, College of Education, Zhengzhou University, Zhengzhou, China
Xiaoyu Li, Zhengzhou Central Hospital, Zhengzhou, China
Received: Mar. 2, 2018;       Accepted: Mar. 19, 2018;       Published: Apr. 16, 2018
DOI: 10.11648/j.pbs.20180701.13      View  1182      Downloads  69
Abstract
The purpose of this study was to explore the relationship between multiple implicit sequence learning and attention. A one-factor between-subjects experimental design was used, with attentional load (low vs. high) as between-subjects variable. Eye-movement technology was adopted, and saccadic reaction time was as dependent measure. Forty healthy volunteers were randomly assigned to high attentional load condition and low attentional load condition. The results showed that: (1) Saccadic reaction time in high attentional load condition was longer than low attentional load condition’s; (2) Both the primary sequence and the secondary sequence could be learned no matter whether in low attentional load condition or in high attentional load condition; (3) the sequence learning scores did not differ from primary sequence and secondary sequence. These findings suggest that there are no attentional limitations on the learning of multiple sequence learning.
Keywords
Multiple Sequence Learning, Implicit Learning, Attention, Eye Movements
To cite this article
Zhanglong Lu, Xiaoyu Li, An Eye Movement Study on the Relationship Between Multiple Implicit Sequence Learning and Attention, Psychology and Behavioral Sciences. Vol. 7, No. 1, 2018, pp. 8-13. doi: 10.11648/j.pbs.20180701.13
Copyright
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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