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.

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.

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.

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.

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.

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