EFFECTS OF PRESENTATION RATE AND INDIVIDUAL-DIFFERENCES IN SHORT-TERM-MEMORY CAPACITY ON AN INDIRECT MEASURE OF SERIAL-LEARNING

In three experiments, we studied the relation between degree of implic it learning and two aspects of short-term memory: (1) the activation l evel of the to-be-learned information, and (2) individual differences in short-term memory capacity. In all the experiments, we used the Nis sen and Bullemer (1987) serial reaction time paradigm or a modificatio n thereof. The effects of activation level were assessed by experiment ally manipulating the rate of presentation. Individual differences in short-term memory capacity were assessed via traditional span measures . The experiments demonstrated that the rate of presentation reliably affected an indirect measure of learning (i.e., response time) under b oth incidental and intentional task instructions and under both single -task and dual-task conditions. Short-term memory span was reliably re lated to the indirect measure of learning only in some experimental co nditions. The findings represent important constraints for models of i mplicit serial learning and are discussed within a general framework f or understanding implicit learning and memory.