Convergent and distinct effects of multisensory combination on statistical learning using a computer glove

Learning to play a musical instrument involves mapping visual+auditory cues to motor movements and anticipating transitions. Inspired by the serial reaction time task and artificial grammar learning, we investigated explicit and implicit statistical learning in a sensorimotor task. Using a between-subjects design with four groups, one group of participants were provided with visual cues and followed along by tapping the corresponding fingertip to their thumb, while using a computer glove. The remaining groups either additionally received accompanying auditory tones or received sensory cues but did not provide a motor response, following a 2×2 design. Implicit learning was measured by response time, whereas explicit learning was assessed using probe tests. Findings indicate that explicit statistical learning was best with only the single modality, but implicit learning was best when all three modalities were involved.