Irrelevant response effects improve serial learning in serial reaction time tasks
Irrelevant response effects improve serial learning in serial reaction time tasks is a scholarly work, published in 2001 in ''Journal of Experimental Psychology: Learning, Memory, and Cognition''. The main subjects of the publication include sequence learning, political representation, cognitive psychology, task, Learning effect, cognitive load, mental chronometry, tone, psychology, computer science, audiology, theory of mind, response time, stimulus, executive functions, Serial reaction time, speech recognition, and communication. Experiment 1 showed that the tones improved serial learning with a 10-element stimulus sequence, but only if the tone effects were mapped onto the responses contingently.