逸脱刺激を含む系列反応時間課題における系列学習

Sequence learning with deviant stimuli in a serial reaction time task

山本 文枝

宮谷 真人

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. Ⅲ, Education and Human Science

In a typical serial reaction time task developed by Nissen and Bullmer (1987), acquisition of the event sequence is assessed by verbal reports and performance change with a repetition of fixed serial pattern. Eimer, Goschke, Schlaghecken, and Sturmer (1996) reported that when one item of a repeatedly presented 10-item sequence was replaced by a deviant item, knowledge of sequence was reflected in a faster reaction times for standard compared with deviant items and in an enhanced ERP negative component for deviant items. In this experiment, sequence learning with deviant stimuli in a serial reaction time task was evaluated with and without a concurrent tone-counting task. The results showed that the shorter and less repetitive sequence compared to Eimer et al. (1996) replicated their effects in performance measures. This confirmed the validity of a deviant-stimulus-paradigm and usefulness of psychophysiological measures to evaluate explicit and implicit aspects of and the role of attention in sequence learning.

系列学習

系列反応時間課題

逸脱刺激

Sequence learning

Serial reaction time task

Deviant stimuli

心理学 [ 140 ]

日本語

広島大学大学院教育学研究科

国立情報学研究所

[ISSN] 1346-5562

[NCID] AA11625039