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.
潘婷婷，汪俊. 联合统计学习中任务无关信息的表征[J]. 应用心理学, 0, (): 1-.
PAN Tingting，WANG Jun. Representation of Task-Irrelevant Information in Social Statistical Learning. 应用心理学, 0, (): 1-.
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