The role of the central executive in associative learning

Abstract

Two experiments were conducted to investigate the role of the working memory systems in associative learning. Although many previous studies have suggested that the central executive and the visuospatial sketchpad play a crucial role in learning, dual-task methodology was rarely conducted. Experiment 1 demonstrated that spatial tapping was more disruptive than articulatory suppression during an associative learning task. Experiment 2 demonstrated that random letter generation was more disruptive than spatial tapping task and visual noise even though effects of spatial tapping and visual noise were significant. These results suggest that the central executive plays a crucial role in associative learning. Theoretical issues stemming from the findings are discussed in terms of the role of working memory systems in associative process and imagery.