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Salvaggio, Samuel; Masson, Nicolas; Andres, Michael – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Behavioral studies have reported interactions between number processing and spatial attention, suggesting that number processing involves shifting attention along a mental continuum on which numbers are represented in ascending order. However, direct evidence for attention shifts remains scarce, the respective contribution of the horizontal and…
Descriptors: Eye Movements, Spatial Ability, Coding, Cognitive Processes
Gobel, Eric W.; Sanchez, Daniel J.; Reber, Paul J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
The expression of expert motor skills typically involves learning to perform a precisely timed sequence of movements. Research examining incidental sequence learning has relied on a perceptually cued task that gives participants exposure to repeating motor sequences but does not require timing of responses for accuracy. In the 1st experiment, a…
Descriptors: Evidence, Incidental Learning, Sequential Learning, Memory

And Others; Berry, Gene A. – Perceptual and Motor Skills, 1980
Spatial and sequential tasks performed both independently and jointly were compared for 40 undergraduates grouped by sex and dominant hand. When both tasks were performed simutaneously, there was a significant advantage for right-handers and a slight advantage for males. This was attributed to hemispheric interference left-handers experienced.…
Descriptors: Adults, Cerebral Dominance, College Students, Lateral Dominance
Cochran, Jane M. A.; Davis, Alyson – British Journal of Developmental Psychology, 2005
Previous research by Lidster and Bremner (1999) on young children's ability to coordinate two dimensions has shown that performance on construction tasks (in which children have to give the correct coordinates for a point in space that is already known) is superior to performance on interpretation tasks (in which children are given a pair of…
Descriptors: College Students, Sequential Learning, Young Children, Task Analysis