Nonconscious temporal cognition: Learning rhythms implicitly

Salidis, Joanna

doi:10.3758/bf03206380

Cited by 28 publications

(64 citation statements)

References 51 publications

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“…Previous findings have led to the hypothesis that implicit learning may be a powerful means through which listeners learn temporal structure and develop temporal expectations (Salidis, 2001;Tillmann, Stevens, & Keller, 2011). To test the strength of implicit learning, we investigated the abstraction and learning of between-group IOIs within complex temporal structures that are weakly metrical.…”

Section: Implicit Learning Of Temporal Structuresmentioning

confidence: 99%

“…However, a small number of studies using an auditory adaptation of the SRTT have demonstrated learning of temporal structure without a correlated event structure (e.g., Brandon, Terry, Stevens, & Tillmann, 2012;Schultz, Stevens, Keller, & Tillmann, 2013;Salidis, 2001, Tillmann et al, 2011. For instance, Salidis (2001) required participants to press a key every time they heard a tone.…”

Section: Implicit Learning Of Temporal Structuresmentioning

confidence: 99%

“…For instance, Salidis (2001) required participants to press a key every time they heard a tone. Over exposure, the tones were presented according to a nonmetrical but fixed sequence of responsestimulus intervals.…”

Section: Implicit Learning Of Temporal Structuresmentioning

confidence: 99%

“…It is important to note that Salidis (2001) required participants to detect the onset of each event. Earlier research, failing to find independent learning of temporal structure, instead required identification of the events presented according to the temporal structure (Buchner & Steffens, 2001;Shin & Ivry, 2002).…”

Section: Implicit Learning Of Temporal Structuresmentioning

confidence: 99%

“…Brandon et al (2012) employed an exposure/test block design and found that RT to identify syllables decreased with exposure to the temporal sequences but increased at the test block when the order of the IOIs and the grouping structure was changed. Independent temporal structure learning most likely emerged because the use of IOIs eliminated the response-based variability inherent in response-stimulus interval structures (as in Salidis, 2001;Shin & Ivry, 2002), and the strong meter allowed for the exploitation of a beat grid to facilitate temporal prediction.…”

Section: Implicit Learning Of Temporal Structuresmentioning

confidence: 99%

See 4 more Smart Citations

Implicit learning of between-group intervals in auditory temporal structures

Terry

Stevens

Weidemann

et al. 2016

Atten Percept Psychophys

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Implicit learning of temporal structure has primarily been reported when events within a sequence (e.g., visualspatial locations, tones) are systematically ordered and correlated with the temporal structure. An auditory serial reaction time task was used to investigate implicit learning of temporal intervals between pseudorandomly ordered syllables. Over exposure, participants identified syllables presented in sequences with weakly metrical temporal structures. In a test block, the temporal structure differed from exposure only in the duration of the interonset intervals (IOIs) between groups. It was hypothesized that reaction time (RT) to syllables following between-group IOIs would decrease with exposure and increase at test. In Experiments 1 and 2, the sequences presented over exposure and test were counterbalanced across participants (Pattern 1 and Pattern 2 conditions). An RT increase at test to syllables following between-group IOIs was only evident in the condition that presented an exposure structure with a slightly stronger meter (Pattern 1 condition). The Pattern 1 condition also elicited a global expectancy effect: Test block RT slowed to earlier-than-expected syllables (i.e., syllables shifted to an earlier beat) but not to later-than-expected syllables. Learning of between-group IOIs and the global expectancy effect extended to the Pattern 2 condition when meter was strengthened with an external pulse (Experiment 2). Experiment 3 further demonstrated implicit learning of a new weakly metrical structure with only earlier-than-expected violations at test. Overall findings demonstrate learning of weakly metrical rhythms without correlated event structures (i.e., sequential syllable orders). They further suggest the presence of a global expectancy effect mediated by metrical strength.

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Section: Implicit Learning Of Temporal Structuresmentioning

confidence: 99%

Section: Implicit Learning Of Temporal Structuresmentioning

confidence: 99%

Section: Implicit Learning Of Temporal Structuresmentioning

confidence: 99%

Section: Implicit Learning Of Temporal Structuresmentioning

confidence: 99%

Section: Implicit Learning Of Temporal Structuresmentioning

confidence: 99%

See 3 more Smart Citations

Implicit learning of between-group intervals in auditory temporal structures

Terry

Stevens

Weidemann

et al. 2016

Atten Percept Psychophys

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Learning of timing patterns and the development of temporal expectations

Tillmann

Stevens

Keller

2010

Psychological Research

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The present study investigated the learning of a culturally unfamiliar musical rhythm, leading to the development of temporal expectations, and it explored the potential for generalization across tempi and tasks. With that aim, we adapted the serial reaction time task to examine the learning of temporal structures by an indirect method. The temporal pattern employed was based on a complex interval ratio (2:3) and compared to one based on a simple interval ratio (1:2). In the exposure phase, non-musician participants performed a two-choice speeded discrimination task that required responding by key press to each event of the simple or complex auditory pattern. Participants were not informed about the temporal regularities; their task solely concerned the discrimination task. During exposure (Experiments 1-3), response times decreased over time for both temporal patterns, but particularly for the events following the longer interval of the more complex 2:3 pattern. Exposure further influenced performance in subsequent testing phases, notably the precision of tap timing in a production task (Experiment 2) and temporal expectations in a perception task (Experiment 3). Our findings promote the new paradigm introduced here as a method to investigate the learning of temporal structures.

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Temporal learning in the suprasecond range: insights from cognitive style

Teghil

D’Antonio

Vita

et al. 2022

Psychological Research

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The acquisition of information on the timing of events or actions (temporal learning) occurs in both the subsecond and suprasecond range. However, although relevant differences between participants have been reported in temporal learning, the role of dimensions of individual variability in affecting performance in such tasks is still unclear. Here we investigated this issue, assessing the effect of field-dependent/independent cognitive style on temporal learning in the suprasecond range. Since different mechanisms mediate timing when a temporal representation is self-generated, and when it depends on an external referent, temporal learning was assessed in two conditions. Participants observed a stimulus across six repetitions and reproduced it. Unbeknownst to them, in an internally-based learning (IBL) condition, the stimulus duration was fixed within a trial, although the number of events defining it varied; in an externally-cued learning (ECL) condition, the stimulus was defined by the same number of events within each trial, although its duration varied. The effect of the reproduction modality was also assessed (motor vs. perceptual). Error scores were higher in IBL compared to ECL; the reverse was true for variability. Field-independent individuals performed better than field-dependent ones only in IBL, as further confirmed by correlation analyses. Findings provide evidence that differences in dimensions of variability in high-level cognitive functioning, such as field dependence/independence, significantly affect temporal learning in the suprasecond range, and that this effect depends on the type of temporal representation fostered by the specific task demands.

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Nonconscious temporal cognition: Learning rhythms implicitly

Cited by 28 publications

References 51 publications

Implicit learning of between-group intervals in auditory temporal structures

Implicit learning of between-group intervals in auditory temporal structures

Learning of timing patterns and the development of temporal expectations

Temporal learning in the suprasecond range: insights from cognitive style

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