Why Does Dual-Tasking Hamper Implicit Sequence Learning?

Research on the limitations of dual-tasking might profit from using setups with a predictable sequence stimuli and responses assessing acquisition of this sequence. Detrimental effects implicit learning in serial reaction time task (SRTT; Nissen & Bullemer, 1987) – when paired with an uncorrelated have been attributed to participants’ lack separating the streams events in either task. Assuming that co-occurring are automatically integrated, we reasoned participants could need first learn which events co-occur, before they can acquire knowledge. In training phase, we paired an 8-element visual-manual SRTT auditory-vocal Afterwards, we tested under single-tasking conditions whether knowledge had been acquired. By applying different variants probabilistic SRTT-tone pairings across three experiments, tested what type predictive relationship was needed preserve sequence learning. Experiment 1, where half SRTT-elements were paired to 100% one specific tone other randomly, only fixedly paired elements learned. Yet, no learning found each eight SRTT-elements identity a 75%–25% ratio (Experiment 2). Sequence was, however, intact applied the four target locations instead 3). The results suggest participants (when lacking separation representations while dual-tasking) learn a inherent two tasks extent across-task contingencies can be learned first.