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Convergent and distinct effects of multimodal integration on statistical learning using a computer glove

Madan, Christopher R; Singhal, Anthony

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Authors

Anthony Singhal



Abstract

Learning to play a musical instrument involves mapping visual + auditory cues to motor movements and anticipating transitions. Inspired by the serial reaction time task and artificial grammar learning, we investigated explicit and implicit knowledge of statistical learning in a sensorimotor task. Using a between-subjects design with four groups, one group of participants were provided with visual cues and followed along by tapping the corresponding fingertip to their thumb, while using a computer glove. Another group additionally received accompanying auditory tones; the final two groups received sensory (visual or visual + auditory) cues but did not provide a motor response—all together following a 2 × 2 design. Implicit knowledge was measured by response time, whereas explicit knowledge was assessed using probe tests. Findings indicate that explicit knowledge was best with only the single modality, but implicit knowledge was best when all three modalities were involved.

Citation

Madan, C. R., & Singhal, A. (2021). Convergent and distinct effects of multimodal integration on statistical learning using a computer glove. Frontiers in Psychology, 11, Article 599125. https://doi.org/10.3389/fpsyg.2020.599125

Journal Article Type Article
Acceptance Date Dec 22, 2020
Online Publication Date Jan 13, 2021
Publication Date Jan 13, 2021
Deposit Date Jan 13, 2021
Publicly Available Date Jan 18, 2021
Journal Frontiers in Psychology
Publisher Frontiers Media
Peer Reviewed Peer Reviewed
Volume 11
Article Number 599125
DOI https://doi.org/10.3389/fpsyg.2020.599125
Public URL https://nottingham-repository.worktribe.com/output/4930413
Publisher URL https://www.frontiersin.org/articles/10.3389/fpsyg.2020.599125/full

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