Conceptualization of task boundaries preserves implicit sequence learning under dual-task conditions
Conceptualization of task boundaries preserves implicit sequence learning under dual-task conditions is a scholarly work, published in 2013 in ''Psychonomic Bulletin and Review''. The main subjects of the publication include biological sequence, motor control, task, developmental psychology, cognitive psychology, psychology, group, implicit learning, sequence learning, cognitive science, social psychology, experimental psychology, cognition, Serial reaction time, conceptualization, implicit memory, dual, executive functions, and embodied cognition. In the present study, authors used an instructional manipulation to investigate how participants' conceptualizations of the task affect sequence learning under dual-task conditions.