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. Author manuscript; available in PMC: 2010 Jan 23.
Published in final edited form as: Behav Brain Res. 2008 Oct 2;196(2):328–332. doi: 10.1016/j.bbr.2008.09.022

Figure 2. Reaction Time Triplet-type Effect (Sequence Learning).

Figure 2

A comparison of the triplet type effect (Low frequency minus High frequency) for the Incidental (closed circles), Intentional-Without-Knowledge (closed diamonds), and Intentional-With-Knowledge (open diamonds) groups. Differences seen during Cued epochs disappeared in the Probe epochs when the pattern was no longer cued for the Intentional groups. All groups displayed equal measures of sequence learning in Probe epochs suggesting that explicit search and/or awareness had no effect on procedural learning.