Date of Award

8-12-2016

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

First Advisor

Christopher M. Conway

Second Advisor

David Washburn

Third Advisor

Rebecca Williamson

Abstract

Sequential learning refers to the ability to learn the temporal and ordinal patterns of one’s environment. The current study examines the effects of synchronous and asynchronous temporal patterns on sequential learning. Twenty healthy adults participants (11 females, 18–34 years old) performed two versions of a visual sequential learning paradigm while event-related potentials (ERPs) were recorded. Reaction times to the targets following two predictor types were also recorded. Reaction time data revealed that learning occurred in both temporal conditions, although overall the synchronous condition was responded to faster. On the other hand, the mean ERP amplitudes between 300 and 700ms post-predictor onset revealed an interaction between timing condition and predictability in the posterior regions of interest. Specifically, the ERP results indicated that learning of the statistical contingencies between items was more pronounced for the synchronous temporal condition compared to the asynchronous condition.

DOI

https://doi.org/10.57709/8802169

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