Implicit Temporal Learning Occurs Through Meaningful Action-perception Coupling - Part 2 - Info and Reading Options

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In a pre-registered experiment (https://doi.org/10.17605/OSF.IO/3D6H8) we tested whether meaningful actions drive implicit learning of temporal regularities. In the experiment, participants responded to targets that could randomly appear in three colors at three locations. They responded by pressing color-coded buttons with different fingers, thereby directly relating each color to a specific action. In half of the blocks one color (and thereby action) occurred regularly (i.e., every 3s), in the other half targets at one location occurred regularly. All other targets appeared at random moments. Results showed no behavioral benefits of either temporal regularity (i.e., neither in the regular action, nor in the regular location condition). This would be in line with one of our predictions: A correspondence between action and location is a prerequisite for learning temporal regularities. However, this null-findings could also be explained by (1) the color-response key-mapping being too difficult (i.e., there may be an additional, cognitive translation step from the color seen on screen to which finger to move/button to press); (2) the paradigm being too easy (i.e., learning the temporal regularity is not necessary in order to improve performance); or (3) Simon effects covering up effects of implicit learning (in Experiment 1 'fast' congruent responses (e.g., left key - left target) are interleaved with 'slow' incongruent responses (e.g., left key - right target) . To test these alternative explanations, we will modify our previous experimental design in the current study, such that the action and location regularity will be coupled. This design will also be in line with the outcome of our previous experiment (Salet et al. 2021; a correspondence between action and location is a prerequisite for learning temporal regularities). Throughout the experiment, each target location will be associated with one of three colors, and the color-mapped response keys will additionally be location-mapped (left key for the leftmost target, right key for the rightmost target, middle key for the middle-top target). This way, regular targets will have both a location- and action-regularity (location = action blocks), addressing explanation (1). With this setup, we will also avoid Simon interference, as the response-key is always congruent with the target location, addressing explanation (3). After this block, participants complete two additional blocks, in which we further attempt to disentangle the contribution of action- and location-regularity to implicit learning of temporal regularities. In the present design, we sought to do so without introducing strong Simon interference. Therefore, we present all three targets vertically in these blocks, aligned in the horizontal center of the screen. We use two block types to assess the independent contribution of regular locations and regular actions: That is, in action blocks we will present regular targets at random locations but with a consistent color, probing a consistent response-action. In location blocks the regular target will be presented at one location, but with unpredictable colors probing an unpredictable response. Possible outcomes of this follow-up experiment are: (1) Participants still do not learn the temporal regularity in any condition: Correspondence between action and location is not a prerequisite for implicit learning of temporal regularities, or the motor action must be more elaborate (e.g., mouse cursor movements). (2) Participants learn the temporal regularity in the location=action condition, but not in the location or action condition: Correspondence between action and location is a prerequisite for implicit learning of temporal regularities. (3) Participants learn the temporal regularity in the location=action and action condition, but not in the location condition: Only the action regularity is a prerequisite for implicit learning of temporal regularities, and the null findings in the previous experiment may have been caused by Simon interference. (4) Participants learn the temporal regularity in the location=action and location condition, but not in the action condition: Only the location regularity is a prerequisite for implicit learning of temporal regularities, null findings in the previous experiment may have been caused by Simon effects. (5) Participants learn the temporal regularity in all conditions: Both location regularities and action regularities can induce learning, but in the previous experiment such effects were probably disrupted by Simon interference. (6) Participants learn the temporal regularity in all conditions, but with varying strength: Both action and location are a prerequisite for implicit learning of temporal regularities, and they have a superadditive effect when occurring together.

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