Figure 1.

The SISL task and behavioral performance during SISL training and scanning runs. Participants saw circular cues scrolling towards a marked target zone (A), with button responses by the middle and index fingers corresponding to the four targets (dashed circles). During training (B), behavioral performance demonstrated implicit learning. Each of the three times that the repeating cue order and timing pattern was switched to a pseudorandom order and the opposite timing pattern, performance (number correct trials out of 60) significantly decreased from the flanking repeating sequence blocks, indicating sequence-specific learning. Pseudorandom blocks are indicated with open diamonds (*p < .05; **p < .01; ***p < .001). During functional imaging (C), participants continued to show sequence-specific learning (Practiced > Random) while failing to demonstrate transfer to the SO or ST conditions. There was a significant order × timing interaction such that when either order or timing was changed from the practiced sequence, performance (number correct trials per run, out of 120) decreased to the level of a pseudorandom sequence, showing a lack of transfer to the altered conditions. The comparison between Practiced and the average of SO and ST (the main contrast for the fMRI analysis, Practiced-New) showed a significant decrease in performance for the transfer conditions.