Serial Reaction Time Task
FREE for use with an Inquisit Lab or Inquisit Web license.Available Test Variations
An Alternating Serial Reaction Time Task by Howard et al (2004) using 4-choice responding.
An Alternating Serial Reaction Time Task by Howard et al (2004) using 4-choice responding.
The linguistic SRT task combines a serial reaction time task with artificial grammar learning (Misyak et al, 2010) and has been used as a measure of procedural memory in language learning (Quam et al, 2018).
A task by Kaufman et al (2010) in which participants are presented sequences of 4 boxes on a horizontal line and must press a spatially corresponding key.
The Serial Reaction Time Task measuring implicit learning as originally developed by Nissen & Bullemer (1987).
References
Search Google Scholar for peer-reviewed, published research using the Inquisit Serial Reaction Time Task.
Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1–32.
Reed, J. & Johnson, Peder (1994). Assessing Implicit Learning With Indirect Tests: Determining What Is Learned About Sequence Structure. Journal of Experimental Psychology: LMC, 20, 585-594.
Abrahamse, E.L & Verwey, W.B. (2008). Context dependent learning in the serial RT task. Psychological Research, 72:397–404.
Kaufman, S.B et al (2010). Implicit learning as an ability. Cognition, 116, 321–340.
Bo, J., Jennett, S., & Seidler, R. (2011). Working memory capacity correlates with implicit serial reaction time task performance. Experimental Brain Research, 214(1), 73-81.
Clark, G., Lum, J., Ullman, M., & Brown, Gregory G. (2014). A Meta-Analysis and Meta-regression of Serial Reaction Time Task Performance in Parkinson’s Disease. Neuropsychology, 28(6), 945-958.
Firk, C., Mainz, V., Schulte‐Ruether, M., Fink, G., Herpertz‐Dahlmann, B., & Konrad, K. (2015). Implicit sequence learning in juvenile anorexia nervosa: Neural mechanisms and the impact of starvation. Journal of Child Psychology and Psychiatry, 56(11), 1168-1176.
Quam, C., Wang, A., Maddox, W. T., Golisch, K., & Lotto, A. (2018). Procedural-Memory, Working-Memory, and Declarative-Memory Skills Are Each Associated With Dimensional Integration in Sound-Category Learning. Frontiers in Psychology, 9, 1828–1828. https://doi.org/10.3389/fpsyg.2018.01828