The acquisition of information on the timing of events or actions (temporal learning) occurs in both the subsecond and suprasecond range. However, although relevant differences between participants have been reported in temporal learning, the role of dimensions of individual variability in affecting performance in such tasks is still unclear. Here we investigated this issue, assessing the effect of field-dependent/independent cognitive style on temporal learning in the suprasecond range. Since different mechanisms mediate timing when a temporal representation is self-generated, and when it depends on an external referent, temporal learning was assessed in two conditions. Participants observed a stimulus across six repetitions and reproduced it. Unbeknownst to them, in an internally-based learning (IBL) condition, the stimulus duration was fixed within a trial, although the number of events defining it varied; in an externally-cued learning (ECL) condition, the stimulus was defined by the same number of events within each trial, although its duration varied. The effect of the reproduction modality was also assessed (motor vs. perceptual). Error scores were higher in IBL compared to ECL; the reverse was true for variability. Field-independent individuals performed better than field-dependent ones only in IBL, as further confirmed by correlation analyses. Findings provide evidence that differences in dimensions of variability in high-level cognitive functioning, such as field dependence/independence, significantly affect temporal learning in the suprasecond range, and that this effect depends on the type of temporal representation fostered by the specific task demands.

事件或动作时间信息的获取（时间学习）发生在亚秒级和超秒级范围内。然而，尽管参与者之间的相关差异已在时间学习中得到报道，但个体差异维度在影响此类任务中的表现方面的作用仍不清楚。在这里，我们调查了这个问题，评估了场依赖/独立认知方式对超秒范围内时间学习的影响。由于不同的机制在时间表示是自我生成时调解时间，当时间表示依赖于外部参照物时，时间学习在两种情况下进行评估。参与者观察了六次重复的刺激并重现了它。他们不知道的是，在基于内部的学习 (IBL) 条件下，刺激持续时间在一次试验中是固定的，尽管定义它的事件数量有所不同；在外部提示学习 (ECL) 条件下，刺激由每次试验中相同数量的事件定义，尽管其持续时间不同。还评估了生殖方式的影响（运动与知觉）。与 ECL 相比，IBL 的错误分数更高；可变性则相反。相关分析进一步证实，仅在 IBL 中，不依赖场的个体比依赖场的个体表现更好。研究结果提供的证据表明，高级认知功能的可变性维度差异，例如场依赖性/独立性，显着影响超秒范围内的时间学习，