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Inducing motor skill improvements with a declarative task

By Rachel M. Brown and Edwin M. Robertson

Abstract

During sequence learning, individuals show motor-skill acquisition and an ability to verbally describe items within the sequence. We disrupted this latter, declarative component by having participants learn a word list immediately after sequence learning. This induced off-line skill improvements. We conclude that off-line memory processing relies not only on the engagement of neuroplastic mechanisms but also on the disengagement of an interaction between declarative and procedural memory systems

Publisher: Nature Publishing Group
Year: 2007
OAI identifier: oai:eprints.gla.ac.uk:123514
Provided by: Enlighten
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