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| Representation of Task-Irrelevant Information in Social Statistical Learning |
School of Psychology, Zhejiang Normal University, Jinhua 321004,
China |
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Abstract The study aimed to investigate whether actors can go beyond individual-level statistical learning in social statistical learning and encode irrelevant information in their own tasks. By manipulating the attention patterns of two co-actors to their sequences, and distinguishing relevant and irrelevant stimuli, the study found that co-actors could process irrelevant stimuli in their own tasks and also represent task-irrelevant information in their co-actors’ tasks. The findings suggest that social context could widen the scope of attention and promote the representation of task-irrelevant information in sequence learning.
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Published: 25 September 2024
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