Reliability of the serial reaction time task: If at first you don't succeed, try, try, try again

被引:0
作者
Oliveira, Catia M. [1 ]
Hayiou-Thomas, Marianna E. [1 ]
Henderson, Lisa M. [1 ]
机构
[1] Univ York, Dept Psychol, Heslington YO10 5DD, England
关键词
Language; serial reaction time task; procedural memory; sequence learning; reliability; individual differences; INDIVIDUAL-DIFFERENCES; MEMORY CONSOLIDATION; LANGUAGE IMPAIRMENT; FUNCTIONAL-ANATOMY; ATTENTIONAL LOAD; SEQUENCE; IMPLICIT; CHILDREN; PERFORMANCE; SKILL;
D O I
10.1177/17470218241232347
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Procedural memory is involved in the acquisition and control of skills and habits that underlie rule and procedural learning, including the acquisition of grammar and phonology. The serial reaction time task (SRTT), commonly used to assess procedural learning, has been shown to have poor stability (test-retest reliability). We investigated factors that may affect the stability of the SRTT in adults. Experiment 1 examined whether the similarity of sequences learned in two sessions would impact stability: test-retest correlations were low regardless of sequence similarity (r < .31). Experiment 2 added a third session to examine whether individual differences in learning would stabilise with further training. There was a small (but nonsignificant) improvement in stability for later sessions (Sessions 1 and 2: r = .42; Sessions 2 and 3: r = .60). Stability of procedural learning on the SRTT remained suboptimal in all conditions, posing a serious obstacle to the use of this task as a sensitive predictor of individual differences and ultimately theoretical advance.
引用
收藏
页码:2256 / 2282
页数:27
相关论文
共 146 条
[1]   NEW LOOK AT STATISTICAL-MODEL IDENTIFICATION [J].
AKAIKE, H .
IEEE TRANSACTIONS ON AUTOMATIC CONTROL, 1974, AC19 (06) :716-723
[3]   Statistical learning in typically developing children: the role of age and speed of stimulus presentation [J].
Arciuli, Joanne ;
Simpson, Ian C. .
DEVELOPMENTAL SCIENCE, 2011, 14 (03) :464-473
[4]   Statistical Learning, Implicit Learning, and First Language Acquisition: A Critical Evaluation of Two Developmental Predictions [J].
Arnon, Inbal .
TOPICS IN COGNITIVE SCIENCE, 2019, 11 (03) :504-519
[5]   Do current statistical learning tasks capture stable individual differences in children? An investigation of task reliability across modality [J].
Arnon, Inbal .
BEHAVIOR RESEARCH METHODS, 2020, 52 (01) :68-81
[6]   Power Contours: Optimising Sample Size and Precision in Experimental Psychology and Human Neuroscience [J].
Baker, Daniel H. ;
Vilidaite, Greta ;
Lygo, Freya A. ;
Smith, Anika K. ;
Flack, Tessa R. ;
Gouws, Andre D. ;
Andrews, Timothy J. .
PSYCHOLOGICAL METHODS, 2021, 26 (03) :295-314
[7]   Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive affective states during interactions with three different computer-based learning environments [J].
Baker, Ryan S. J. D. ;
D'Mello, Sidney K. ;
Rodrigo, Ma. Mercedes T. ;
Graesser, Arthur C. .
INTERNATIONAL JOURNAL OF HUMAN-COMPUTER STUDIES, 2010, 68 (04) :223-241
[8]   Random effects structure for confirmatory hypothesis testing: Keep it maximal [J].
Barr, Dale J. ;
Levy, Roger ;
Scheepers, Christoph ;
Tily, Harry J. .
JOURNAL OF MEMORY AND LANGUAGE, 2013, 68 (03) :255-278
[9]   Maximizing Sensitivity of the Psychomotor Vigilance Test (PVT) to Sleep Loss [J].
Basner, Mathias ;
Dinges, David F. .
SLEEP, 2011, 34 (05) :581-591
[10]   Fitting Linear Mixed-Effects Models Using lme4 [J].
Bates, Douglas ;
Maechler, Martin ;
Bolker, Benjamin M. ;
Walker, Steven C. .
JOURNAL OF STATISTICAL SOFTWARE, 2015, 67 (01) :1-48