The relationship between skill learning and repetition priming: Experimental and computational analyses

Skill learning and repetition priming are considered by some to be supporte d by separate memory systems. The authors examined the relationship between skill learning and priming in 3 experiments using a digit entering task, i n which participants were presented with unique and repeated 5-digit string s with controlled sequential structure. Both skill learning and priming wer e observed across a wide range of skill levels. Performance reflected the e ffects of learning at 3 different levels of stimulus structure, calling int o question a binary dichotomy between item-specific priming and general ski ll learning. Two computational models were developed which demonstrated tha t previous dissociations between skill learning and priming can occur withi n a single memory system. The experimental and computational results are in terpreted as suggesting that skill learning and priming should be viewed as 2 aspects of a single incremental learning mechanism.