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Learning versus behavioral expression of the learned: The effects of a secondary tone-counting task on implicit learning in the serial reaction task

✍ Scribed by Peter A. Frensch; Jennifer Lin; Axel Buchner

Publisher
Guilford Publishing Inc
Year
1998
Tongue
English
Weight
421 KB
Volume
61
Category
Article
ISSN
0340-0727

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## Abstract The effects of learning versus outcome distal goals in conjunction with proximal goals were investigated in a laboratory setting using a class‐scheduling task. The participants (__n__ = 96) needed to acquire knowledge in order to perform the task correctly. A ‘do your best’ outcome goal