Cookies Policy

This site uses cookies. By continuing to browse the site you are agreeing to our use of cookies.

I accept this policy

Find out more here

Multisensory Congruency Enhances Explicit Awareness in a Sequence Learning Task

No metrics data to plot.
The attempt to load metrics for this article has failed.
The attempt to plot a graph for these metrics has failed.
The full text of this article is not currently available.

Brill’s MyBook program is exclusively available on BrillOnline Books and Journals. Students and scholars affiliated with an institution that has purchased a Brill E-Book on the BrillOnline platform automatically have access to the MyBook option for the title(s) acquired by the Library. Brill MyBook is a print-on-demand paperback copy which is sold at a favorably uniform low price.

Access this article

+ Tax (if applicable)
Add to Favorites
You must be logged in to use this functionality

image of Multisensory Research
For more content, see Seeing and Perceiving and Spatial Vision.

We examined the effect of audiovisual training on learning a repeated sequence of motor responses. Participants were trained with either congruent or incongruent audiovisual cues to produce motor responses. Learning was tested by comparing reaction times to untrained sequences and by asking participants to recreate the trained sequence. A strong association was found between the two measures and the majority of high-scoring participants belonged to the congruent audiovisual condition. Because the second measure requires explicit knowledge of the trained sequence, we conclude that audiovisual congruency facilitates explicit learning.

Affiliations: 1: University of California, Los Angeles, CA, USA

*To whom correspondence should be addressed. E-mail:

Full text loading...


Data & Media loading...

1. Abrahamse E. L., Van der Lubbe R. H. J., Verwey W. B. (2008). "Asymmetrical learning between a tactile and visual serial RT task", Q. J. Exp. Psychol. (Hove) Vol 61, 210217. [Crossref]
2. Abrahamse E. L., Van der Lubbe R. H. J., Verwey W. B. (2009). "Sensory information in perceptual-motor sequence learning: visual and/or tactile stimuli", Exp. Brain Res. Vol 197, 175183. [Crossref]
3. DeCoster J., O’Mally J. (2011). "Specific sequence effects in the serial reaction time task", J. Mot. Behav. Vol 43, 263273. [Crossref]
4. Destrebecqz A., Cleeremans A. (2001). "Can sequence learning be implicit? New evidence with the process dissociation procedure", Psychonom. Bull. Rev. Vol 8, 343350. [Crossref]
5. Hoffmann J., Sebald A., Stöcker C. (2001). "Irrelevant response effects improve serial learning in serial reaction time tasks", J. Exp. Psychol. Learn. Mem. Cogn. Vol 27, 470482. [Crossref]
6. Keele S. W., Ivry R., Mayr U., Hazeltine E., Heuer H. (2003). "The cognitive and neural architecture of sequence representation", Psychol. Rev. Vol 110, 316339. [Crossref]
7. Kim R. S., Seitz A. R., Shams L. (2008). "Benefits of stimulus congruency for multisensory facilitation of visual learning", PLoS One Vol 3, e1532. DOI:10.1371/journal.pone.0001532. [Crossref]
8. Nissen M. J., Bullemer P. (1987). "Attentional requirements of learning: evidence from performance measures", Cogn. Psychol. Vol 19, 132. [Crossref]
9. Reed J., Johnson P. (1994). "Assessing implicit learning with indirect tests: determining what is learned about sequence structure", J. Exp. Psychol. Learn. Mem. Cogn. Vol 20, 585594. [Crossref]
10. Riedel B., Burton A. M. (2006). "Auditory sequence learning: differential sensitivity to task relevant and task irrelevant sequences", Psychol. Res. Vol 70, 337344. [Crossref]
11. Robertson E. M. (2007). "The serial reaction time task: implicit motor skill learning?" J. Neurosci. Vol 27, 1007310075. [Crossref]
12. Seitz A. R., Kim R., Shams L. (2006). "Sound facilitates visual learning", Curr. Biol. Vol 16, 14221427. [Crossref]
13. Stöcker C., Sebald A., Hoffmann J. (2003). "The influence of response–effect compatibility in a serial reaction time task", Q. J. Exp. Psychol. A Vol 56, 685703. [Crossref]
14. Vaquero J. M. M., Jiménez L., Lupiáñez J. (2006). "The problem of reversals in assessing implicit sequence learning with serial reaction time tasks", Exp. Brain Res. Vol 175, 97109. [Crossref]

Article metrics loading...



Can't access your account?
  • Tools

  • Add to Favorites
  • Printable version
  • Email this page
  • Subscribe to ToC alert
  • Get permissions
  • Recommend to your library

    You must fill out fields marked with: *

    Librarian details
    Your details
    Why are you recommending this title?
    Select reason:
    Multisensory Research — Recommend this title to your library
  • Export citations
  • Key

  • Full access
  • Open Access
  • Partial/No accessInformation