This study investigates how speed and accuracy instructions affect two aspects of procedural learning: probability-based and serial-order-based regularities. Two groups of participants practiced a cued probabilistic sequence learning task, one focusing on speed, the other on accuracy. Speed instructions enhanced probability-based learning but not serial-order-based learning. After a retention period with equal speed/accuracy instructions, acquired knowledge was comparable between groups. This suggests that different aspects of procedural learning respond differently to instructions, with speed instructions impacting momentary performance more than long-term learning. The results also show that response errors aren't necessary for procedural learning.
