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Stimulus presentation rates affect performance but not the acquired knowledge – Evidence from procedural learning

Mariann Kiss, View ORCID ProfileDezso Nemeth, View ORCID ProfileKarolina Janacsek
doi: https://doi.org/10.1101/650598
Mariann Kiss
1Department of Cognitive Science, Budapest University of Technology and Economics, Budapest, Hungary
3Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Budapest, Hungary
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Dezso Nemeth
2Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
3Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Budapest, Hungary
4Lyon Neuroscience Research Center (CRNL), Université Claude Bernard Lyon 1, Lyon, France
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  • For correspondence: janacsekkarolina@gmail.com dezso.nemeth@univ-amu.fr
Karolina Janacsek
2Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
3Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of Sciences, Budapest, Hungary
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  • For correspondence: janacsekkarolina@gmail.com dezso.nemeth@univ-amu.fr
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Abstract

Presentation rates – the tempo in which we encounter subsequent items – can alter both our behavioral and neural responses in cognitive domains such as learning, memory, decision-making, perception and language. However, it is still unclear to what extent presentation rates affect the momentary performance versus the underlying cognitive function or mental representation. Here we systemically tested the effect of presentation rate on performance versus competence in procedural learning – a fundamental cognitive function that underlies the acquisition of skills and habits. Procedural learning was assessed by a probabilistic sequence learning task, in which learning typically occurs implicitly. Stimulus presentation rates were systematically manipulated by the Response-to-Stimulus-Intervals (RSIs). Participants were assigned to a fast (120ms) RSI or a slow (850ms) RSI group during the Learning phase, and were tested with both RSIs 24 hours later (Testing phase). We also tested whether they gained explicit knowledge about the sequence or their knowledge remained implicit. We found that the slower RSI led to weaker performance in the Learning phase. Importantly, however, the results of the Testing phase showed that this effect was primarily due to the expression of the acquired knowledge and not the learning itself. Thus, the slower presentation rate affected performance rather than competence. The acquired knowledge remained implicit in both groups, regardless of the presentation rate during learning. These findings call for tasks that can dissociate competence from performance both in experimental and clinical settings. Additionally, our findings can help design more efficient training protocols in education and clinical rehabilitation.

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Posted May 27, 2019.
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Stimulus presentation rates affect performance but not the acquired knowledge – Evidence from procedural learning
Mariann Kiss, Dezso Nemeth, Karolina Janacsek
bioRxiv 650598; doi: https://doi.org/10.1101/650598
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Stimulus presentation rates affect performance but not the acquired knowledge – Evidence from procedural learning
Mariann Kiss, Dezso Nemeth, Karolina Janacsek
bioRxiv 650598; doi: https://doi.org/10.1101/650598

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