A Note on Learning of Spatial or Temporal Order

Abstract

Summary The effects of temporal and spatial definition of item sequence on order learning were examined by means of a position-judgment procedure. In an effort to control presentation intermittency, a low-similarity series of 12 CVCs was presented to 48 male and female undergraduates at a 2-second rate either individually or simultaneously in a repeated horizontal array. Results showed weak advantages during later trials and in middle serial positions from temporal presentation, in contradiction to prior findings. It was argued that the results could be procedural artifacts and that an unbiased assessment of performance and of distinctiveness topographies associated with temporally or spatially defined sequence may be infeasible.