References
- Beilock, S. L., Carr, T. H., MacMahon, C., & Starkes, J. L. (2002). When paying attention becomes counterproductive: Impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills. Journal of Experimental Psychology. Applied, 8(1), 6–16. DOI: 10.1037//1076-898X.8.1.6
- Berry, D. C. (1993). Implicit learning: Reflections and prospects. In A. D. Baddeley & L. Weiskrantz (Ed.), Attention: Selection, Awareness, and Control (pp. 246–260).
- Broeker, L., Ewolds, H., de Oliveira, R. F., Künzell, S., & Raab, M. (2020). The Impact of Predictability on Resource Allocation in Dual Tasks.
- Broeker, L., Liepelt, R., Poljac, E., Künzell, S., Ewolds, H., de Oliveira, R. F., & Raab, M. (2018). Multitasking as a choice: A perspective. Psychological Research, 82, 12–23. DOI: 10.1007/s00426-017-0938-7
- Chambaron, S., Ginhac, D., Ferrel-Chapus, C., & Perruchet, P. (2006). Implicit learning of a repeated segment in continuous tracking: A reappraisal. The Quarterly Journal of Experimental Psychology, 59(5), 845–854. DOI: 10.1080/17470210500198585
- Cohen, A., Ivry, R. I., & Keele, S. W. (1990). Attention and structure in sequence learning. Journal of Experimental Psychology. Learning, Memory, and Cognition, 16(1), 17–30. DOI: 10.1037//0278-7393.16.1.17
- Curran, T., & Keele, S. W. (1993). Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology. Learning, Memory, and Cognition, 19(1), 189–202. DOI: 10.1037/0278-7393.19.1.189
- Damos, D. L., & Wickens, C. D. (1980). The identification and transfer of timesharing skills. Acta Psychologica, 46(1), 15–39. DOI: 10.1016/0001-6918(80)90057-8
- de Jong, R., Coles, M. G. H., & Logan, G. D. (1995). Strategies and mechanisms in nonselective and selective inhibitory motor control. Journal of Experimental Psychology. Human Perception and Performance, 21(3), 498–511. DOI: 10.1037/0096-1523.21.3.498
- de Oliveira, R. F., Raab, M., Hegele, M., & Schorer, J. (2017). Task Integration Facilitates Multitasking. Frontiers in Psychology, 8, 398. DOI: 10.3389/fpsyg.2017.00398
- Ewolds, H., Broeker, L., de Oliveira, R. F., Raab, M., & Künzell, S. (2017). Implicit and Explicit Knowledge Both Improve Dual Task Performance in a Continuous Pursuit Tracking Task. Frontiers in Psychology, 8, 2241. DOI: 10.3389/fpsyg.2017.02241
- Fischer, R., & Plessow, F. (2015). Efficient multitasking: Parallel versus serial processing of multiple tasks. Frontiers in Psychology, 6, 1366. DOI: 10.3389/fpsyg.2015.01366
- Frith, C. D., Blakemore, S.-J., & Wolpert, D. M. (2000). Abnormalities in the awareness and control of action. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 355, 1771–1788. DOI: 10.1098/rstb.2000.0734
- Greenwald, A. G. (2003). On doing two things at once: 3. Confirmation of perfect timesharing when simultaneous tasks are ideomotor compatible. Journal of Experimental Psychology. Human Perception and Performance, 29(5), 859–868. DOI: 10.1037/0096-1523.29.5.859
- Halvorson, K. M., & Hazeltine, E. (2015). Do small dual-task costs reflect ideomotor compatibility or the absence of crosstalk? Psychonomic Bulletin & Review, 22(5), 1403–1409. DOI: 10.3758/s13423-015-0813-8
- Halvorson, K. M., Wagschal, T. T., & Hazeltine, E. (2013). Conceptualization of task boundaries preserves implicit sequence learning under dual-task conditions. Psychonomic Bulletin & Review, 20(5), 1005–1010. DOI: 10.3758/s13423-013-0409-0
- Hommel, B. (1998). Automatic Stimulus-Response Translation in Dual-Task Performance. Journal of Experimental Psychology. Human Perception and Performance, 24. DOI: 10.1037//0096-1523.24.5.1368
- Huestegge, L., & Koch, I. (2014). When two actions are easier than one: How inhibitory control demands affect response processing. Acta Psychologica, 151, 230–236. DOI: 10.1016/j.actpsy.2014.07.001
- Janczyk, M., Pfister, R., Hommel, B., & Kunde, W. (2014). Who is talking in backward crosstalk? Disentangling response- from goal-conflict in dual-task performance. Cognition, 132(1), 30–43. DOI: 10.1016/j.cognition.2014.03.001
- Kahneman, D. (1973).
Attention and effort . Prentice-Hall series in experimental psychology. Prentice Hall. - Kal, E., Prosée, R., Winters, M., & van der Kamp, J. (2018). Does implicit motor learning lead to greater automatization of motor skills compared to explicit motor learning? A systematic review. PloS One, 13(9). DOI: 10.1371/journal.pone.0203591
- Keele, S. W., Ivry, R. B., Mayr, U., Hazeltine, E., & Heuer, H. (2003). The cognitive and neural architecture of sequence representation. Psychologial Review, 110(2), 316–339. DOI: 10.1037/0033-295X.110.2.316
- Koedijker, J. M., Poolton, J. M., Maxwell, J. P., Oudejans, R. R. D., Beek, P. J., & Masters, R. S. W. (2011). Attention and time constraints in perceptual-motor learning and performance: Instruction, analogy, and skill level. Consciousness and Cognition, 20(2), 245–256. DOI: 10.1016/j.concog.2010.08.002
- Körding, K. P., & Wolpert, D. M. (2006). Bayesian decision theory in sensorimotor control. Trends in Cognitive Sciences, 10(7), 319–326. DOI: 10.1016/j.tics.2006.05.003
- Künzell, S., Broeker, L., Dignath, D., Ewolds, H., Raab, M., & Thomaschke, R. (2018). What is a task? An ideomotor perspective. Psychological Research, 82, 4–11. DOI: 10.1007/s00426-017-0942-y
- Künzell, S., Sießmeir, D., & Ewolds, H. (2016). Validation of the continuous tracking paradigm for studying implicit motor learning. Experimental Psychology, 63(6), 318–325. DOI: 10.1027/1618-3169/a000343
- Lien, M.-C., Proctor, R. W., & Ruthruff, E. (2003). Still no evidence for perfect timesharing with two ideomotor-compatible tasks: A reply to Greenwald (2003). Journal of Experimental Psychology: Human Perception and Performance, 29(6), 1267–1272. DOI: 10.1037/0096-1523.29.6.1267
- Masters, R. S. W. (1992). Knowledge, knerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83, 343–358. DOI: 10.1111/j.2044-8295.1992.tb02446.x
- Maxwell, J. P., Masters, R. S. W., & Eves, F. (2003). The role of working memory in motor learning and performance. Consciousness and Cognition, 12(3), 376–402. DOI: 10.1016/S1053-8100(03)00005-9
- Meyer, D. E., & Kieras, D. E. (1997). A computational theory of executive cognitive processes and multiple-task performance: I. Basic mechanisms. Psychological Review, 104(1), 3–65. DOI: 10.1037//0033-295X.104.1.3
- Navon, D., & Gopher, D. (1979). On the economy of the human-processing system. Psychological Review, 86(3), 214–255. DOI: 10.1037/0033-295X.86.3.214
- Navon, D., & Miller, J. (1987). Role of outcome conflict in dual-task interference. Journal of Experimental Psychology: Human Perception and Performance, 13(3), 435–448. DOI: 10.1037/0096-1523.13.3.435
- Netick, A., & Klapp, S. T. (1994). Hesitations in manual tracking: A single-channel limit in response programming. Journal of Experimental Psychology: Human Perception and Performance, 20(4), 766–782. DOI: 10.1037//0096-1523.20.4.766
- Neumann, O. (1984).
Automatic processing: A review of recent findings and a plea for an old theory . In W. Prinz, A. F. Sanders & D. A. Allport (Eds.), Cognition and motor processes (pp. 255–294). Springer. DOI: 10.1007/978-3-642-69382-3_17 - Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1–32. DOI: 10.1016/0010-0285(87)90002-8
- Pashler, H. (1994). Dual-task interference in simple tasks: Data and theory. Psychological Bulletin, 116(2), 220–244. DOI: 10.1037/0033-2909.116.2.220
- Pew, R. W. (1974). Levels of analysis in motor control. Brain Research, 71, 393–400. DOI: 10.1016/0006-8993(74)90983-4
- Poolton, J. M., Masters, R. S. W., & Maxwell, J. P. (2006). The influence of analogy learning on decision-making in table tennis: Evidence from behavioural data. Psychology of Sport and Exercise, 7, 677–688. DOI: 10.1016/j.psychsport.2006.03.005
- Röttger, E., Haider, H., Zhao, F., & Gaschler, R. (2019). Implicit sequence learning despite multitasking: The role of across-task predictability. Psychological Research, 83(3), 526–543. DOI: 10.1007/s00426-017-0920-4
- Ruthruff, E., van Selst, M., Johnston, J. C., & Remington, R. (2006). How does practice reduce dual-task interference: Integration, automatization, or just stage-shortening? Psychological Research, 70(2), 125–142. DOI: 10.1007/s00426-004-0192-7
- Schmidtke, V., & Heuer, H. (1997). Task integration as a factor in secondary-task effects on sequence learning. Psychological Research, 60(1–2), 53–71. DOI: 10.1007/BF00419680
- Swinnen, S. P., & Wenderoth, N. (2004). Two hands, one brain: Cognitive neuroscience of bimanual skill. Trends in Cognitive Sciences, 8, 18–25. DOI: 10.1016/j.tics.2003.10.017
- Tombu, M., & Jolicœur, P. (2003). A central capacity sharing model of dual-task performance. Journal of Experimental Psychology. Human Perception and Performance, 29(1), 3–18. DOI: 10.1037/0096-1523.29.1.3
- Wahn, B., & König, P. (2017). Is attentional resource allocation across sensory modalities task-dependent? Advances in Cognitive Psychology (1895–1171(Print)), 83–96. DOI: 10.5709/acp-0209-2
- Wickens, C. D. (2008). Multiple Resources and Mental Workload. Human Factors: The Journal of the Human Factors and Ergonomics Society, 50(3), 449–455. DOI: 10.1518/001872008X288394
- Wickens, C. D., Gutzwiller, R. S., & Santamaria, A. (2015). Discrete task switching in overload: A meta-analyses and a model. International Journal of Human-Computer Studies, 79, 79–84. DOI: 10.1016/j.ijhcs.2015.01.002
- Wolpert, D. M., Ghahramani, Z., & Jordan, M. I. (1995). An internal model for sensorimotor integration. Science, 269(5232), 1880–1882. DOI: 10.1126/science.7569931
- Wulf, G., & Schmidt, R. A. (1997). Variability of practice and implicit motor learning. Journal of Experimental Psychology. Learning, Memory, and Cognition, 23(4), 987–1006. DOI: 10.1037/0278-7393.23.4.987
- Zhu, F. F., Poolton, J. M., Maxwell, J. P., Fan, J. K. M., Leung, G. K. K., & Masters, R. S. W. (2014). Refining the continuous tracking paradigm to investigate implicit motor learning. Experimental Psychology, 61(3), 196–204. DOI: 10.1027/1618-3169/a000239