Fig. 2: Finger-tapping task. | npj Science of Learning

Fig. 2: Finger-tapping task.

From: Dissipation of reactive inhibition is sufficient to explain post-rest improvements in motor sequence learning

Fig. 2

Participants learned a motor sequence over one session. They were instructed to repeatedly type a sequence, 41324, with their non-dominant left hand as fast and as accurately as possible. Keypress 4 was performed with the index finger, keypress 3 with the middle finger, keypress 2 with the ring finger, and keypress 1 with the pinky finger. Participants trained for a total of 360 s in either 10 s or 30 s trials. In between practice trials were either breaks of 10 s or 30 s. After training, participants performed 300 s of double digit addition. They were then tested on the practiced sequence for 60 s with the same trial and break lengths during training.

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