Learning versus behavioral expression of the learned: The effects of a 
secondary tone-counting task on implicit learning in the serial reaction task

Frensch, Peter A.; Lin, Jennifer; Buchner, Axel

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Learning versus behavioral expression of the learned: The effects of a secondary tone-counting task on implicit learning in the serial reaction task

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Frensch, Peter A.
Center for Lifespan Psychology, Max Planck Institute for Human Development, Max Planck Society;
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Frensch, P. A., Lin, J., & Buchner, A. (1998). Learning versus behavioral expression of the learned: The effects of a secondary tone-counting task on implicit learning in the serial reaction task. Psychological Research, 61(2), 83-98.

Cite as: https://hdl.handle.net/21.11116/0000-0003-EE5D-A

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