Repetition learning is neither a continuous nor an implicit process

Abstract

Learning advances through repetition. A classic paradigm for studying this process is the Hebb repetition effect: Immediate serial recall performance improves for lists presented repeatedly as compared to nonrepeated lists. Learning in the Hebb paradigm has been described as a slow but continuous accumulation of long-term memory traces over repetitions [e.g., Page & Norris, Phil. Trans. R. Soc. B 364, 3737–3753 (2009)]. Furthermore, it has been argued that Hebb repetition learning requires no awareness of the repetition, thereby being Show more