Task integration as a factor in secondary-task effects on sequence learning

Author:

Schmidtke V.,Heuer H.

Publisher

Springer Science and Business Media LLC

Subject

Arts and Humanities (miscellaneous),Developmental and Educational Psychology,Experimental and Cognitive Psychology,General Medicine

Reference31 articles.

1. Berry, D. C., & Broadbent, D. E. (1988). Interactive tasks and the implicit-explicit distinction. British Journal of Psychology, 79, 251?272.

2. Cohen, A., Ivry, R. I., & Keele, S. W. (1990). Attention and structure in sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 17?30.

3. Curran, T., & Keele, S. W. (1993). Attentional and non-attentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 189?202.

4. Damos, D. (1991). Dual-task methodology: Some common problems. In: D. L. Damos (Ed.), Multiple-task performance. (pp. 101?119) London: Taylor & Francis.

5. Frensch, P. A., Buchner, A., & Lin, J. (1994). Implicit learning of unique and ambiguous serial transitions in the presence and absence of a distractor task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 567?584.

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