Nemeth, D. 1, 2, 3 & Janacsek, K. 2, 3
1 CRNL - Lyon Neuroscience Research Center, University of Lyon
2 Eotvos Lorand University, Budapest
3 Hungarian Academy of Sciences, Budapest
A common pitfall in statistical, procedural or associative learning studies is that the used tasks are way too complex. The complex tasks measure several cognitive processes at the same time, thus it is difficult to reveal the exact processes behind the given learning performance. Here, we show a method to disentangle two different cognitive processes underlying learning in the same experimental design: 1) frequency-based statistical learning and 2) order-based sequence learning. Throughout three studies, we will demonstrate different 1) learning trajectories, 2) developmental curves and 3) electrophysiological characteristics of statistical and sequence learning. Deconstructing learning by the parallel assessment of these distinct processes makes it possible to unravel the 'mystery' of hyperfunctioning in neurodevelopmental disorders such as Tourette syndrome, or specify how the stress affects learning and memory processes.