Schematic design of the experiment.

<p>The presentation order of the conditions was counterbalanced between subjects. In the ASRT task blocks 1, 8 and 15 were single task (ST) blocks without parallel task, whereas in other blocks (2–7; 9–14) our subjects had to perform one of the three parallel tasks as well (DT condition).</p

Figure 2

<p>A) Mean RTs of sequence-specific learning (difference between high and low frequency triplets) in probe blocks of the ASRT task for all dual task conditions. There was significant sequence-specific learning in the Word and Math condition, but no learning in the Sentence condition. B) Error rates in parallel task during dual task. There were significantly more errors in the Math condition than in the other two conditions. C) Mean RTs in dual task blocks of the ASRT for all dual task conditions. The Math condition was the most difficult: the RTs differed significantly from the Word and Sentence conditions, while the latter two did not differ significantly from each other. D) Mean accuracy (ACC) in dual task blocks of the ASRT for all dual task conditions. The Math condition was the most difficult: participants were less accurate in the Math condition than in the Sentence condition, while the Word-Math and Word-Sentence conditions did not differ significantly from each other. Error bars indicate standard errors of the mean (SEM).</p