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Variations méthodologiques dans une tâche de TRS : quel est l'impact sur l'apprentissage ?

Abstract : In a previous study, we have shown (Chambaron, Ginhac, Ferrel-Chapus & Perruchet, 2006) that it was very difficult to draw benefit from a repetition in a continuous tracking task. Such results contrast with the apparent facility according to which it is possible to obtain such learning in SRT tasks. How can this discrepancy be explained? Is Learning in SRT tasks dependent of specific design used? We have modified a traditional SRT task in order to make this discrete task as similar as possible to a continuous task: 1) by mixing a repeated sequence between random sequences, 2) by using a computer mouse, 3) by adding a precision constraint, and 4) by making the displacement of the target autonomous and continuous. The goal was to investigate whether the implicit learning continued to appear with such modifications. The results show that implicit learning remains despite this major procedural variations. Our experiments represent a contribution of new procedures and open to a large array of future manipulations.
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Stephanie Chambaron, Dominique Ginhac, Pierre Perruchet. Variations méthodologiques dans une tâche de TRS : quel est l'impact sur l'apprentissage ?. Annee Psychologique, Centre Henri Pieron/Armand Colin, 2008, 108 (3), pp.465-486. ⟨hal-02659106⟩

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