The Effect Of Motoric And Perceptual Learning On Reaction Times

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The Serial Reaction Time Task is a frequently used task to measure the effects of motoric and perceptual learning on reaction times. Evidence from pre-existing literature has suggested that learning is purely perceptual in that people learn the sequence of stimuli rather than the motoric responses however, questions have been raised regarding its reliability as evidence from other studies have placed emphasis on people having the ability to learn a sequence motorically (Remillard, 2003; Willingham, 1999; Willingham, Wells, Farrell & Stemwedel, 2000).
The study conducted produced evidence to support the results of Willingham, Wells, Farrell & Stemwedel (2000) as they revealed that the reaction times significantly increased when participants crossed their hands. The increase demonstrates one’s inability to perform the task differently to the way it was learned in the training phase suggesting that learning was motoric. In regards to accuracies, a significant effect was found for the placement of hands yet there was no significant difference between the proportion of correct response for repeated and random sequences and no significant interaction between these two factors creating an assumption that reaction times and accuracies are not directly linked.
Training Phase:
The significant increase of reaction times during Block 7 demonstrates the participants’ ability to retain knowledge of the repeating sequence implicitly. As the sequence presented in this block was
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