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Psychological research
Mar, 2023;87 (2): 568-582.

Temporal learning in the suprasecond range: insights from cognitive style.

Alice Teghil, Fabrizia D'Antonio, Antonella Di Vita, Cecilia Guariglia, Maddalena Boccia
Author Information
  1. Alice Teghil: Department of Psychology, "Sapienza" University of Rome, Via dei Marsi, 78, 00185, Rome, Italy. alice.teghil@uniroma1.it. ORCID
  2. Fabrizia D'Antonio: Department of Human Neuroscience, "Sapienza" University of Rome, Rome, Italy.
  3. Antonella Di Vita: Department of Human Neuroscience, "Sapienza" University of Rome, Rome, Italy.
  4. Cecilia Guariglia: Department of Psychology, "Sapienza" University of Rome, Via dei Marsi, 78, 00185, Rome, Italy.
  5. Maddalena Boccia: Department of Psychology, "Sapienza" University of Rome, Via dei Marsi, 78, 00185, Rome, Italy.
PMID: 35344099 DOI: 10.1007/s00426-022-01667-x

Abstract

The acquisition of information on the timing of events or actions (temporal learning) occurs in both the subsecond and suprasecond range. However, although relevant differences between participants have been reported in temporal learning, the role of dimensions of individual variability in affecting performance in such tasks is still unclear. Here we investigated this issue, assessing the effect of field-dependent/independent cognitive style on temporal learning in the suprasecond range. Since different mechanisms mediate timing when a temporal representation is self-generated, and when it depends on an external referent, temporal learning was assessed in two conditions. Participants observed a stimulus across six repetitions and reproduced it. Unbeknownst to them, in an internally-based learning (IBL) condition, the stimulus duration was fixed within a trial, although the number of events defining it varied; in an externally-cued learning (ECL) condition, the stimulus was defined by the same number of events within each trial, although its duration varied. The effect of the reproduction modality was also assessed (motor vs. perceptual). Error scores were higher in IBL compared to ECL; the reverse was true for variability. Field-independent individuals performed better than field-dependent ones only in IBL, as further confirmed by correlation analyses. Findings provide evidence that differences in dimensions of variability in high-level cognitive functioning, such as field dependence/independence, significantly affect temporal learning in the suprasecond range, and that this effect depends on the type of temporal representation fostered by the specific task demands.

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MeSH Term

Humans
Time Perception
Learning
Personality
Thinking
Cognition
Journal Article

Word Cloud

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