Complementary Category Learning Systems Identified Using Event-Related Functional MRI

2000 ◽  
Vol 12 (6) ◽  
pp. 977-987 ◽  
Author(s):  
Howard J. Aizenstein ◽  
Angus W. MacDonald ◽  
V. Andrew Stenger ◽  
Robert D. Nebes ◽  
Jeris K. Larson ◽  
...  
Keyword(s):  
Implicit Learning ◽  
Category Learning ◽  
Medial Temporal Lobe ◽  
Learning Task ◽  
Neural Systems ◽  
Explicit Learning ◽  
Imaging Data ◽  
Activation Patterns ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

Event-related fMRI was used to dissociate the neural systems involved in category learning with and without awareness. Ten subjects performed a speeded response category learning task. Functional MR images were acquired during both explicit and implicit learning conditions. Behavioral data showed evidence of learning in both conditions. Functional imaging data showed different activation patterns in implicit and explicit trials. Decreased activation in extrastriate region V3 was found with implicit learning, and increased activation in V3, the medial temporal lobe, and frontal regions were found with explicit learning. These results support the theory that implicit and explicit learning utilize dissociable neural systems. Moreover, in both the implicit and explicit conditions a similar pattern of decreased activation was found in parietal regions. This commonality suggests that these dissociable systems also operate in parallel.

Re-evaluating Dissociations between Implicit and Explicit Category Learning: An Event-related fMRI Study

2011 ◽  
Vol 23 (7) ◽  
pp. 1697-1709 ◽  
Author(s):  
Todd M. Gureckis ◽  
Thomas W. James ◽  
Robert M. Nosofsky
Keyword(s):  
Implicit Learning ◽  
Category Learning ◽  
Neural Activity ◽  
Incidental Learning ◽  
Brain Activity ◽  
Neural Systems ◽  
Explicit Learning ◽  
Learning Condition ◽  
Perceptual Category Learning ◽  
Implicit And Explicit

Recent fMRI studies have found that distinct neural systems may mediate perceptual category learning under implicit and explicit learning conditions. In these previous studies, however, different stimulus-encoding processes may have been associated with implicit versus explicit learning. The present design was aimed at decoupling the influence of these factors on the recruitment of alternate neural systems. Consistent with previous reports, following incidental learning in a dot-pattern classification task, participants showed decreased neural activity in occipital visual cortex (extrastriate region V3, BA 19) in response to novel exemplars of a studied category compared to members of a foil category, but did not show this decreased neural activity following explicit learning. Crucially, however, our results show that this pattern was primarily modulated by aspects of the stimulus-encoding instructions provided at the time of study. In particular, when participants in an implicit learning condition were encouraged to evaluate the overall shape and configuration of the stimuli during study, we failed to find the pattern of brain activity that has been taken to be a signature of implicit learning, suggesting that activity in this area does not uniquely reflect implicit memory for perceptual categories but instead may reflect aspects of processing or perceptual encoding strategies.

Implicit versus explicit: An act-r learning perspective

1999 ◽  
Vol 22 (5) ◽  
pp. 785-786 ◽  
Author(s):  
Niels A. Taatgen
Keyword(s):  
Implicit Learning ◽  
Explicit Memory ◽  
Explicit Knowledge ◽  
Cognitive Architecture ◽  
Explicit Learning ◽  
Implicit And Explicit Memory ◽  
The Difference ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

Dienes & Perner propose a theory of implicit and explicit knowledge that is not entirely complete. It does not address many of the empirical issues, nor does it explain the difference between implicit and explicit learning. It does, however, provide a possible unified explanation, as opposed to the more binary theories like the systems and the processing theories of implicit and explicit memory. Furthermore, it is consistent with a theory in which implicit learning is viewed as based on the mechanisms of the cognitive architecture, and explicit learning as strategies that exploit these mechanisms.

Implicit and explicit learning in a hybrid architecture of cognition

1999 ◽  
Vol 22 (5) ◽  
pp. 772-773
Author(s):  
Christian Lebiere ◽  
Dieter Wallach
Keyword(s):  
Implicit Learning ◽  
Conceptual Analysis ◽  
Human Cognition ◽  
Explicit Learning ◽  
Hybrid Architecture ◽  
Integrated Architecture ◽  
The Common ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning ◽  
Analysis Of Knowledge

We present a theoretical account of implicit and explicit learning in terms of act-r, an integrated architecture of human cognition as a computational supplement to Dienes & Perner's conceptual analysis of knowledge. Explicit learning is explained in act-r by the acquisition of new symbolic knowledge, whereas implicit learning amounts to statistically adjusting subsymbolic quantities associated with that knowledge. We discuss the common foundation of a set of models that are able to explain data gathered in several signature paradigms of implicit learning.

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.

scholarly journals Acquisition of skilled finger movements is accompanied by reorganization of the corticospinal system

2018 ◽  
Vol 119 (2) ◽  
pp. 573-584 ◽  
Author(s):  
Masato Hirano ◽  
Shinji Kubota ◽  
Shinichi Furuya ◽  
Yoshiki Koizume ◽  
Shinya Tanaka ◽  
...  
Keyword(s):  
Implicit Learning ◽  
Sequence Learning ◽  
Explicit Learning ◽  
Voluntary Movements ◽  
Finger Movements ◽  
Corticospinal System ◽  
Learning Conditions ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning ◽  
Coordination Patterns

Dexterous finger movements are often characterized by highly coordinated movements. Such coordination might be derived from reorganization of the corticospinal system. In this study, we investigated 1) the manner in which finger movement covariation patterns are acquired, by examining the effects of the implicit and explicit learning of a serial reaction time task (SRTT), and 2) how such changes in finger coordination are represented in the corticospinal system. The subjects learned a button press sequence in both implicit and explicit learning conditions. In the implicit conditions, they were naive about what they were learning, whereas in the explicit conditions the subjects consciously learned the order of the sequence elements. Principal component analysis decomposed both the voluntary movements produced during the SRTT and the passive movements evoked by transcranial magnetic stimulation (TMS) over the primary motor cortex into a set of five finger joint covariation patterns. The structures of the voluntary and passive TMS-evoked movement patterns were reorganized by implicit learning but not explicit learning. Furthermore, in the implicit learning conditions the finger covariation patterns derived from the TMS-evoked and voluntary movements spanned similar movement subspaces. These results provide the first evidence that skilled sequential finger movements are acquired differently through implicit and explicit learning, i.e., the changes in finger coordination patterns induced by implicit learning are accompanied by functional reorganization of the corticospinal system, whereas explicit learning results in faster recruitment of individual finger movements without causing any changes in finger coordination. NEW & NOTEWORTHY Skilled sequential multifinger movements are characterized as highly coordinated movement patterns. These finger coordination patterns are represented in the corticospinal system, yet it still remains unclear how these patterns are acquired through implicit and explicit motor sequence learning. A direct comparison of learning-related changes between actively generated finger movements and passively evoked finger movements by TMS provided evidence that finger coordination patterns represented in the corticospinal system are reorganized through implicit, but not explicit, sequence learning.

scholarly journals Understanding implicit and explicit learning in adolescents with and without anorexia nervosa

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Lot C. Sternheim ◽  
Miriam I. Wickham ◽  
Unna N. Danner ◽  
Todd W. Maddox ◽  
Vincent J. Filoteo ◽  
...  
Keyword(s):  
Anorexia Nervosa ◽  
Early Recognition ◽  
Learning Task ◽  
Learning Processes ◽  
Learning Performance ◽  
Depression Symptoms ◽  
Explicit Learning ◽  
Stimulus Response ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

Abstract Background Cognitive disturbances such as impairments in learning are thought to play a role in adult Anorexia Nervosa (AN). It is remains unclear to what extent 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. 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 (n = 38) also completed a task assessing explicit learning. Results Model-based analyses indicated that adolescents with AN performed significantly more accurately compared to their healthy peers regardless of whether they used the optimal strategy or not. Depression and anxiety did not relate to learning performance in the AN group. Conclusions Overall, 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 at least partly due to long-term malnourishment, highlighting the importance of early recognition and refeeding in treatments for AN.

Implicit and explicit learning in schizophrenics treated with olanzapine and with classic neuroleptics

2002 ◽  
Vol 160 (3) ◽  
pp. 299-306 ◽  
Author(s):  
Andreas Stevens ◽  
Jürgen Schwarz ◽  
Benedikt Schwarz ◽  
Ilona Ruf ◽  
Thomas Kolter ◽  
...  
Keyword(s):  
Explicit Learning ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

scholarly journals Are you mentoring or coaching? Definitions matter

2020 ◽  
pp. 096100062096665
Author(s):  
Lisa Hussey ◽  
Jennifer Campbell-Meier
Keyword(s):  
Best Practice ◽  
Information Science ◽  
Research Question ◽  
The United States ◽  
Library And Information Science ◽  
Explicit Learning ◽  
Structured Interviews ◽  
Apply Theory ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

New library and information science professionals, without previous experience in information organizations, are often left adrift, unsure how to apply theory or best practice to a new work environment. To bridge this gap, mentoring and coaching opportunities are often employed (or mandated) to provide new practitioners with required skills, knowledge, or networking. There are opportunities to harness implicit and explicit learning through experiences and interactions through mentoring and coaching. Definitions of mentoring and coaching in the profession are often used interchangeably when discussing the growth and development of an individual. This leads to the following questions: How do librarians define both mentoring and coaching? How do mentoring and coaching relate to professional development? To address the research question, 47 semi-structured interviews were conducted with librarians in Canada, New Zealand, and the United States between 2015 and 2016. Participants were asked about their mentoring and coaching experiences. During the interviews, participants were asked questions about their experiences as a mentor or mentee. In addition, participants were asked to define both “mentoring” and “coaching.” The authors used an inductive approach to data analysis, and interviews were coded by category.

Sign in / Sign up

Export Citation Format

Share Document