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@ARTICLE{Geiger:845673,
      author       = {Geiger, Alexander and Cleeremans, Axel and Bente, Gary and
                      Vogeley, Kai},
      title        = {{S}ocial {C}ues {A}lter {I}mplicit {M}otor {L}earning in a
                      {S}erial {R}eaction {T}ime {T}ask},
      journal      = {Frontiers in human neuroscience},
      volume       = {12},
      issn         = {1662-5161},
      address      = {Lausanne},
      publisher    = {Frontiers Research Foundation},
      reportid     = {FZJ-2018-02885},
      pages        = {197},
      year         = {2018},
      abstract     = {Learning is a central ability for human development. Many
                      skills we learn, such as language, are learned through
                      observation or imitation in social contexts. Likewise, many
                      skills are learned implicitly, that is, without an explicit
                      intent to learn and without full awareness of the acquired
                      knowledge. Here, we asked whether performance in a motor
                      learning task is modulated by social vs. object cues of
                      varying validity. To address this question, we asked
                      participants to carry out a serial reaction time (SRT) task
                      in which, on each trial, people have to respond as fast and
                      as accurately as possible to the appearance of a stimulus at
                      one of four possible locations. Unbeknownst to participants,
                      the sequence of successive locations was sequentially
                      structured, so that knowledge of the sequence facilitates
                      anticipation of the next stimulus and hence faster motor
                      responses. Crucially, each trial also contained a cue
                      pointing to the next stimulus location. Participants could
                      thus learn based on the cue, or on learning about the
                      sequence of successive locations, or on a combination of
                      both. Results show an interaction between cue type and cue
                      validity for the motor responses: social cues (vs. object
                      cues) led to faster responses in the low validity (LV)
                      condition only. Concerning the extent to which learning was
                      implicit, results show that in the cued blocks only, the
                      highly valid social cue led to implicit learning. In the
                      uncued blocks, participants showed no implicit learning in
                      the highly valid social cue condition, but did in all other
                      combinations of stimulus type and cueing validity. In
                      conclusion, our results suggest that implicit learning is
                      context-dependent and can be influenced by the cue type,
                      e.g., social and object cues.},
      cin          = {INM-3},
      ddc          = {610},
      cid          = {I:(DE-Juel1)INM-3-20090406},
      pnm          = {572 - (Dys-)function and Plasticity (POF3-572)},
      pid          = {G:(DE-HGF)POF3-572},
      typ          = {PUB:(DE-HGF)16},
      UT           = {WOS:000431989100001},
      pubmed       = {pmid:29867420},
      doi          = {10.3389/fnhum.2018.00197},
      url          = {https://juser.fz-juelich.de/record/845673},
}