Implicit versus Explicit Learning Processes in a Probabilistic, Continuous Fine-Motor Catching Task

1991 ◽  
Vol 23 (4) ◽  
pp. 293-300 ◽  
Author(s):  
Thomas D. Green ◽  
John H. Flowers
Keyword(s):  
Learning Processes ◽  
Fine Motor ◽  
Explicit Learning

scholarly journals The perils of learning to move while speaking: One-sided interference between speech and visuomotor adaptation

2019 ◽  
Author(s):  
Daniel Robert Lametti ◽  
Marcus Quek ◽  
Calum Prescott ◽  
John-Stuart Brittain ◽  
Kate E Watkins
Keyword(s):  
Learning Process ◽  
Visuomotor Adaptation ◽  
Learning Processes ◽  
Hand Movements ◽  
Sensorimotor Adaptation ◽  
Explicit Learning ◽  
Automatic Learning ◽  
Implicit Processes ◽  
Adaptive Processes ◽  
Speech Feedback

Our understanding of the adaptive processes that shape sensorimotor behaviour is largely derived from studying isolated movements. Studies of visuomotor adaptation, in which participants adapt cursor movements to rotations of the cursor’s screen position, have led to prominent theories of motor control. In response to changes in visual feedback of movements, explicit (cognitive) and implicit (automatic) learning processes adapt movements to counter errors. However, movements rarely occur in isolation. The extent to which explicit and implicit processes drive sensorimotor adaptation when multiple movements occur simultaneously, as in the real world, remains unclear. Here, we address this problem in the context of speech and hand movements. Participants spoke in-time with rapid, hand-driven cursor movements. Using real-time auditory alterations of speech feedback, and visual rotations of the cursor’s screen position, we induced sensorimotor adaptation in one or both movements simultaneously. Across three experiments (n = 184), we demonstrate that visuomotor adaptation is markedly impaired by simultaneous speech adaptation, and the impairment is specific to the explicit learning process. In contrast, visuomotor adaptation had no impact on speech adaptation. The results demonstrate that the explicit learning process in visuomotor adaptation is sensitive to movements in other motor domains. They suggest that speech adaptation may lack an explicit learning process.

scholarly journals Reexposure to a sensorimotor perturbation produces opposite effects on explicit and implicit learning processes

PLoS Biology ◽  
2021 ◽  
Vol 19 (3) ◽  
pp. e3001147
Author(s):  
Guy Avraham ◽  
J. Ryan Morehead ◽  
Hyosub E. Kim ◽  
Richard B. Ivry
Keyword(s):  
Environmental Changes ◽  
Learning Processes ◽  
Central Component ◽  
Task Structure ◽  
Explicit Learning ◽  
Adaptive Responses ◽  
Visuomotor Rotation ◽  
Rate Of Learning ◽  
Explicit Recall ◽  
Future Learning

The motor system demonstrates an exquisite ability to adapt to changes in the environment and to quickly reset when these changes prove transient. If similar environmental changes are encountered in the future, learning may be faster, a phenomenon known as savings. In studies of sensorimotor learning, a central component of savings is attributed to the explicit recall of the task structure and appropriate compensatory strategies. Whether implicit adaptation also contributes to savings remains subject to debate. We tackled this question by measuring, in parallel, explicit and implicit adaptive responses in a visuomotor rotation task, employing a protocol that typically elicits savings. While the initial rate of learning was faster in the second exposure to the perturbation, an analysis decomposing the 2 processes showed the benefit to be solely associated with explicit re-aiming. Surprisingly, we found a significant decrease after relearning in aftereffect magnitudes during no-feedback trials, a direct measure of implicit adaptation. In a second experiment, we isolated implicit adaptation using clamped visual feedback, a method known to eliminate the contribution of explicit learning processes. Consistent with the results of the first experiment, participants exhibited a marked reduction in the adaptation function, as well as an attenuated aftereffect when relearning from the clamped feedback. Motivated by these results, we reanalyzed data from prior studies and observed a consistent, yet unappreciated pattern of attenuation of implicit adaptation during relearning. These results indicate that explicit and implicit sensorimotor processes exhibit opposite effects upon relearning: Explicit learning shows savings, while implicit adaptation becomes attenuated

scholarly journals Re-exposure to a sensorimotor perturbation produces opposite effects on explicit and implicit learning processes

2020 ◽  
Author(s):  
Guy Avraham ◽  
J Ryan Morehead ◽  
Hyosub E Kim ◽  
Richard B Ivry
Keyword(s):  
Environmental Changes ◽  
Learning Processes ◽  
Central Component ◽  
Task Structure ◽  
Explicit Learning ◽  
Adaptive Responses ◽  
Visuomotor Rotation ◽  
Rate Of Learning ◽  
Explicit Recall ◽  
Future Learning

AbstractThe motor system demonstrates an exquisite ability to adapt to changes in the environment, and to quickly reset when these changes prove transient. If similar environmental changes are encountered in the future, learning may be faster, a phenomenon known as savings. In studies of sensorimotor learning, a central component of savings is attributed to the explicit recall of the task structure and appropriate compensatory strategies. Whether implicit adaptation also contributes to savings remains subject to debate (Leow et al., 2020; Yin and Wei, 2020). We tackled this question by measuring, in parallel, explicit and implicit adaptive responses in a visuomotor rotation task, employing a protocol that typically elicits savings. The initial rate of learning, a measure encompassing both processes, was faster in the second exposure to the perturbation. Surprisingly, the overall level of implicit adaptation was lower during relearning. Moreover, we found a significant decrease after relearning in aftereffect magnitudes during no-feedback trials, a direct measure of implicit adaptation. In a second experiment, we isolated implicit adaptation using clamped visual feedback, a method known to eliminate the contribution of explicit learning processes. Consistent with the results of the first experiment, participants exhibited a marked reduction in the adaptation function, as well as an attenuated aftereffect when re-learning from the clamped feedback. These results provide evidence that explicit and implicit sensorimotor processes exhibit opposite effects upon relearning: Explicit learning shows savings, while implicit adaptation becomes attenuated.

A Dissociation of Implicit and Explicit Spatial Sequence Learning in a Group of Students With Learning Difficulties

2012 ◽  
Vol 11 (3) ◽  
pp. 301-316
Author(s):  
Jürgen Wilbert ◽  
Michael Grosche
Keyword(s):  
Learning Difficulties ◽  
Reaction Time Task ◽  
Learning Processes ◽  
Learning Performance ◽  
Explicit Learning ◽  
Learning Abilities ◽  
Serial Reaction ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning ◽  
The Impact

Traditionally, research on learning difficulties focuses on deficits in explicit learning processes. However, the impact of implicit (incidental, unconscious, and unaware) learning has sparsely been investigated. Hence, this study aims to dissociate implicit and explicit learning abilities in a group of 50 students with severe and persisting learning difficulties and compares their learning performance to non-impaired students. Individuals accomplished two different versions of a computerized serial reaction time task (SRTT) as a measure of implicit and explicit learning. Analyses revealed that (a) both learning processes can be dissociated by psychometric IQ; (b) students with learning difficulties have deficits in both implicit and explicit learning processes; and (c) it is possible to identify subgroups of adolescents with implicit and explicit learning difficulties. Theoretical as well as educational implications are discussed.

scholarly journals Understanding Implicit and Explicit Learning in Adolescents With and Without Anorexia Nervosa

2020 ◽  
Author(s):  
Lot Sternheim ◽  
Miriam Wickham ◽  
Unna Danner ◽  
Todd Maddox ◽  
Vincent Filoteo ◽  
...  
Keyword(s):  
Anorexia Nervosa ◽  
Early Recognition ◽  
Learning Task ◽  
Learning Processes ◽  
Learning Performance ◽  
Cultural Learning ◽  
Depression Symptoms ◽  
Explicit Learning ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

Abstract Backgroundcognitive disturbances such as impairments in learning are thought to play a role in adult Anorexia Nervosa (AN). It is remains unclear to what extend these disturbances result from starvation of the brain, or relate to an abnormal premorbid cognitive profile. This study investigates learning processes in adolescents with AN, hypothesizing that implicit learning is intact, as found previously in explicit learning tasks. Secondly, we hypothesized that anxiety and depression symptoms, inherent to AN, are associated to learning processes in AN, and thirdly we aimed to explore any cultural learning differences in individuals from the Netherlands or the USA. Methods: in total 46 adolescents diagnosed with AN and 44 control participants were administered an implicit category learning task in which they were asked to categorize simple perceptual stimuli (Gabor patches) based on a linear integration (i.e., an implicit task) of orientation and spatial frequency of the stimulus. A subgroup of adolescents also completed a task assessing explicit learning. Resultsmodel-based analyses indicated that adolescents with AN performed significantly more accurately compared to their healthy peers regardless whether they used the optimal strategy or not. Depression and anxiety did not relate to learning performance in the AN group, no cultural differences in learning were found. Conclusionsoverall, our findings of augmented implicit and explicit learning in adolescents with AN corroborate recent studies that suggested higher stimulus-response learning during prediction error paradigms. Learning disturbances in adult AN may then be due to malnourishment, highlighting the importance of early recognition and refeeding in treatments for AN.

Implicit Learning, Tacit Knowledge, and Implications for Stasis and Change in Cognitive Psychotherapy

1996 ◽  
Vol 10 (3) ◽  
pp. 163-180 ◽  
Author(s):  
E. Thomas Dowd ◽  
Karen E. Courchaine
Keyword(s):  
Cognitive Psychology ◽  
Tacit Knowledge ◽  
Implicit Learning ◽  
Explicit Knowledge ◽  
Learning Processes ◽  
Explicit Learning ◽  
Conscious Awareness ◽  
Cognitive Structures ◽  
Cognitive Psychotherapy

With the evolution of cognitive psychotherapy, there has been an increasing focus on the nature and influence of cognitive structures or schemata. These structures are out of conscious awareness and therefore can be thought of as tacit in nature. As yet, however, there has been little written regarding the implications of the investigations in cognitive psychology of implicit learning and tacit memory for cognitive psychotherapy. This article describes the work of Arthur Reber and other cognitive psychologists on implicit learning and tacit memory and draws tentative implications for the practice of cognitive psychotherapy. Implicit learning processes have been described as robust in nature, holding evolutionary primacy over explicit learning processes, as dissociated from explicit learning, as involving different processes of learning, and as occurring through the tacit detection of covariation. Tacit knowledge precedes and is less available than explicit knowledge.

Singh, Samara, & Wonnacott (pre-print). Statistical and explicit learning of graphotactic patterns with no phonological counterpart: Evidence from an artificial lexicon study with 7- 8-year-olds and adults

2020 ◽  
Author(s):  
Daniela Singh ◽  
Anna Samara ◽  
Elizabeth Wonnacott
Keyword(s):  
Language Acquisition ◽  
Statistical Learning ◽  
Explicit Instruction ◽  
Spoken Language ◽  
Learning Processes ◽  
Explicit Learning ◽  
Pattern Generalization ◽  
Literacy Scores ◽  
Practice Of Teaching

Children are powerful statistical spellers, showing sensitivity to untaught orthographic patterns. They can also learn novel written patterns with phonological counterparts via statistical learning processes, akin to those established for spoken language acquisition. It is unclear whether children can learn written (graphotactic) patterns which are unconfounded from correlated phonotactics. We address this question by inducing novel graphotactic learning under incidental versus explicit conditions. Across three artificial lexicon experiments, we exposed children and adults to letter strings ending either in singlets or doublets (that share the same pronunciation; e.g., s vs. ss) depending on the preceding vowel. In post-tests, children and adults incidentally generalized over such context-based constraints that varied in complexity. Explicit instruction further benefitted pattern generalization, supporting the practice of teaching spelling patterns, and there was a relationship between explicit learning and literacy scores. We are first to demonstrate that statistical learning processes underlie graphotactic generalizations among developing spellers.

scholarly journals Taking aim at the perceptual side of motor learning: Exploring how explicit and implicit learning encode perceptual error information through depth vision

2021 ◽  
Author(s):  
Carlo Campagnoli ◽  
Fulvio Domini ◽  
Jordan A. Taylor
Keyword(s):  
Motor Learning ◽  
Implicit Learning ◽  
Learning Processes ◽  
Perceptual Task ◽  
Depth Information ◽  
Explicit Learning ◽  
Error Signal ◽  
Implicit Processes ◽  
Delayed Group ◽  
Depth Condition

AbstractMotor learning in visuomotor adaptation tasks results from both explicit and implicit processes, each responding differently to an error signal. While the motor output side of these processes is extensively studied, their visual input side is relatively unknown. We investigated if and how depth perception affects the computation of error information by explicit and implicit motor learning. Two groups of participants threw virtual darts at a virtual dartboard while receiving perturbed endpoint feedback. The Delayed group was allowed to re-aim and their feedback was delayed to emphasize explicit learning, while the Clamped group received clamped cursor feedback which they were told to ignore, and continued to aim straight at the target to emphasize implicit adaptation. Both groups played this game in a highly detailed virtual environment (Depth condition) and in an empty environment (No-Depth condition). The Delayed group showed an increase in error sensitivity under Depth relative to No-Depth conditions. In contrast, the Clamped group adapted to the same degree under both conditions. The movement kinematics of the Delayed participants also changed under the Depth condition, consistent with the target appearing more distant, unlike the Clamped group. A comparison of the Delayed behavioral data with a perceptual task from the same individuals showed that the effect of the Depth condition on the re-aiming direction was consistent with an increase in the scaling of the error distance and size. These findings suggest that explicit and implicit learning processes may rely on different sources of perceptual information.New & NoteworthyWe leveraged a classic sensorimotor adaptation task to perform a first systematic assessment of the role of perceptual cues in the estimation of an error signal in the 3D space during motor learning. We crossed two conditions presenting different amounts of depth information, with two manipulations emphasizing explicit and implicit learning processes. Explicit learning responded to the visual conditions, consistent with perceptual reports, while implicit learning appeared to be independent of them.

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