Attention and structure in sequence learning.

Abstract
In this study we investigated the role of attention, sequence structure, and effector specificity in learning a structured sequence of actions. Experiment 1 demonstrated that simple structured sequences can be learned in the presence of attentional distraction. The learning is unaffected by variation in distractor task difficulty, and subjects appear unaware of the structure. The structured sequence knowledge transfers from finger production to arm production {Experiment 2), sug- gesting that sequence specification resides in an effector-independent system. Experiments 3 and 4 demonstrated that only structures with at least some unique associations (e.g., any association in Structure 15243... or 4 to 3 in Structure 143132...) can be learned under attentional distraction. Structures with all items repeated in different orders in different parts of the structure (e.g., Sequence 132312...) require attention for learning. Such structures may require hierarchic representation, the construction of which takes attention. One of the remarkable capabilities of humans is their ability to learn a variety of novel tasks involving complex motor sequences. They learn to play the violin, knit, serve tennis balls, and perform a variety of language tasks such as speaking, typing, writing, or producing sign. This study addresses three features that might be involved in such learning: attention, structure of the sequence, and effector specificity. These three features will be discussed in succession.

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