Minimal interplay between explicit knowledge, dynamics of learning and temporal expectations in different, complex uni- and multisensory contexts

Abstract

While temporal expectations (TE) generally improve reactions to temporally predictable events, it remains unknown how the learning of temporal regularities (one time point more likely than another time point) and explicit knowledge about temporal regularities contribute to performance improvements; and whether any contributions generalise across modalities. Here, participants discriminated the frequency of diverging auditory, visual or audio-visual targets embedded in auditory, visual or audiovisual distractor sequences. Temporal regularities were manipulated run-wise (early vs. late target within sequence). Behavioural performance (accuracy, RT) plus measures from a computational learning model all suggest that learning of temporal regularities occurred but did not generalise across modalities, and that dynamics of learning (size of TE effect across runs) and explicit knowledge have little to no effect on the strength of TE. Remarkably, explicit knowledge affects performance—if at all—in a context-dependent manner: Only under complex task regimes (here, unknown target modality) might it partially help to resolve response conflict while it is lowering performance in less complex environments.