Context-specificity in Implicit Sequence Learning: Evidence for Episodic Representations

Abstract

<p>Cognitive psychologists have long been interested in the nature of the representations that underlie human behaviours. In the domain of human memory, two main accounts have been forwarded to explain how memory is represented. The multiple memory systems account posits that different phenomenological experiences of memory are the result of separate and distinct representations. In contrast, the processing account posits that there is one memory system, and that different phenomenological experiences of memory are the result of the processes engaged in when probing memory. The explanatory power of these two accounts has been evaluated in a number of domains, where it has been shown that a processing view can accommodate many of the key findings that previously led researchers to propose a separate systems framework. The goal of this thesis was to extend this work by assessing the nature of the representations that underlie implicit sequence learning. The empirical portions of this thesis provide preliminary evidence suggesting that contextual features are incorporated into implicit sequence learning. Overall, the results reported in the empirical chapters of this thesis are consistent with a processing account, as they indicate that the episodic representations that are involved in explicit remembering also support performance in implicit memory tasks.</p>