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PubMed2002

Effects of a secondary task on "implicit" sequence learning: learning or performance?

Traditionally, implicit learning has been defined in terms of a lack of awareness of the process and products of learning. In the face of a number of conceptual and empirical difficulties with this definition, it has recently been suggested instead that the critical feature of implicit learning is that it proceeds without making any demands on attentional resources. As disconfirmatory evidence for this, we describe the results of two experiments which each used a sequential reaction time task. With a tone-counting secondary task, measures of sequence learning were significantly affected by whether training occurred under single- or dual-task conditions, regardless of whether testing took place under single- or dual-task conditions.

Adult↗

PubMed2001

The nature of declarative and nondeclarative knowledge for implicit and explicit learning.

Using traditional implicit and explicit artificial-grammar learning tasks, the author investigated the similarities and differences between the acquisition of declarative knowledge under implicit and explicit learning conditions and the functions of the declarative knowledge during testing. Results suggested that declarative knowledge was not predictive of or required for implicit learning but was related to consistency in implicit learning performance. In contrast, declarative knowledge was predictive of and required for explicit learning and was related to consistency in performance. For explicit learning, the declarative knowledge functioned as a guide for other behavior. In contrast, for implicit learning, the declarative knowledge did not serve as a guide for behavior but was instead a post hoc description of the most commonly seen stimuli.

Adult↗

PubMed2006

The striatum and probabilistic implicit sequence learning.

The distinction between implicit (unconscious) and explicit (conscious) learning is controversial. Some argue that explicit learning is dependent on the medial temporal lobes, whereas implicit learning is mediated by the basal ganglia and others propose that all learning is explicit. The purpose of the present study was to investigate the involvement of the basal ganglia in implicit learning by examining learning of a probabilistic sequence of targets, in patients with Parkinson's disease (PD) and controls. Following learning, we assessed participants' awareness of the sequence structure by asking them to generate or withhold sequence consistent responses (process dissociation procedure) and to perform a recognition test in which measures of priming and recognition were obtained concurrently. Although the PD group demonstrated evidence of probabilistic sequence learning in this study, learning was significantly attenuated compared to controls. Residual learning in the PD group was genuinely implicit in nature because (a) PD patients were not able to control the expression of their acquired knowledge, and (b) their knowledge supported subsequent priming of sequence-consistent responses but recognition ratings were at chance. In contrast, following learning controls were capable of above chance recognition indicating that their sequential knowledge was acquired in a more explicit way. The results support the view that (i) the basal ganglia contribute to probabilistic implicit sequence learning (ii) that such learning can occur implicitly without explicit knowledge in PD patients.

Aged↗

PubMed1989

On learning complex procedural knowledge.

Lewicki, Czyzewska, and Hoffman (1987) demonstrated learning without awareness in a visual search task. Rules determined target location on every seventh trial on the basis of target locations in the preceding six trials. Learning was demonstrated by negative transfer effects when the rules were changed. When questioned afterwards, the subjects could not describe the rules and denied awareness of them. This experiment was designed to replicate that of Lewicki et al. and to test several hypotheses about this apparent learning without awareness. Transfer conditions were included to determine whether rule learning was primarily perceptual or motor. The present assessment of awareness was based on an objective definition of awareness, rather than a subjective definition as in Lewicki et al.'s study. Their effect was replicated, and the transfer conditions revealed that learning relied on perceptual aspects of the task. The objective measure of awareness provided further evidence that subjects were unaware of the rules.

Adult↗

PubMed2006

Social cognition in nursing home residents with and without cognitive impairment.

Dementia affects the specific cognitive abilities underlying social functioning in ways that are just beginning to be understood. This pilot study compared the performances of 15 nursing home residents with cognitive impairment and 25 without cognitive impairment on a broad range of measures of social-cognitive functioning. The cognitively impaired group scored significantly lower than the unimpaired group on tests of face processing, person perception, and social reasoning but not on tests of affect recognition and the representation of social situations. Individuals' deficits in working memory and executive function did not fully account for their impaired performance on tests of social cognition. An improved understanding and assessment of the basic cognitive mechanisms underlying the ability of persons with dementia to interact with others would inform the design of interventions to optimize their social functioning.

Aged↗

PubMed2006

Primary and secondary memory: multistore versus process models of memory.

Healy, et al. recently distinguished between recency and "penultimate" effects when contrasting recall performance. They argued that the penultimate effect was significantly different from the typical recency effect, which point was taken as support for distinguishing between primary and secondary memory systems. The current study adapted the Healy, et al. methodology to control for the occurrence of intentional learning strategies. 40 participants were asked to recall the names of 42 U.S. Presidents by their term in office (secondary memory) or in a pseudorandom order (primary memory); the recency and penultimate effects were observed for each condition. With intentional learning controlled for, contrast analyses yielded a pattern of performance similar to that observed by Healy, et al.

Adolescent↗

PubMed1994

The nature of memory impairments in multiple sclerosis: acquisition versus retrieval.

The present study was designed to examine whether verbal memory impairment in multiple sclerosis (MS) is attributable to impaired information acquisition or compromised retrieval. Twenty-three MS and 23 control subjects were administered a 10-item verbal list-learning task. Subjects were trained to a specific criterion on the verbal test in order to assure equal information acquisition. Following a 30-min delay, retrieval and recognition performance was evaluated. MS subjects required significantly more trials to reach criterion on the task relative to controls, but the groups did not differ on tests of recall and recognition. Performance was correlated with rate of information processing speed. These results suggest that verbal memory impairment among MS subjects is a consequence of inadequate initial learning and not a function of impaired retrieval.

Adult↗

PubMed2003

Age deficits in learning sequences of spoken words.

Previous research has demonstrated age-related deficits in implicit learning of visual sequences characterized by subtle predictive relationships among the sequence elements. This study investigates whether this reflects modality-specific, or more general, sequence learning deficits by using an auditory sequence-learning task. Young and old adults responded with a key press to each of a series of unrelated spoken words. Unknown to the participants, every other word was presented in a fixed, repeating order with alternate words chosen at random. Both groups responded more quickly and accurately to the predictable than to unpredictable words, revealing sequence learning. However, elderly participants showed less learning than young participants on several measures. This suggests that age-related deficits in implicit sequence learning reflect a general impairment in learning subtle environmental covariations rather than a modality-specific visual impairment.

Adolescent↗

PubMed2002

Intact artificial grammar learning in patients with cerebellar degeneration and advanced Parkinson's disease.

In an artificial grammar learning task, subjects were asked to memorise short lists of letter strings formed according to complex rules for letter order. After an interval they were unexpectedly asked to discriminate new grammatical strings from strings which used the same letters but violated the sequential constraints of the grammar. Artificial grammar learning can be mastered successfully by amnesic patients and is considered to be an implicit learning task independent of declarative learning and memory mechanisms. In this study, 10 patients with cerebellar degeneration (CD), 21 Parkinson's disease (PD) and 15 control subjects were tested on artificial grammar learning. Additionally PD patients with advanced disease were examined under adequate medication and dopaminergic withdrawal. All patient groups showed intact artificial grammar learning. Neither cerebellar damage nor basal ganglia dysfunction nor dopaminergic medication impairs or affects artificial grammar learning. Although the patients showed significant executive dysfunction, implicit learning remains intact. The conclusion is that cerebellar and basal ganglia circuits play no essential part in this kind of implicit learning. The results suggest that artificial grammar learning is a cortically mediated function comparable to the mechanism of visual priming.

Aged↗

PubMed2005

Cholinergic enhancement of episodic memory in healthy young adults.

RATIONALE: Acetylcholine esterase (AchE) inhibitors are known to remediate symptoms of Alzheimer's disease. However, only few systematic data exist on the effects of cholinergic treatment on cognitive functions in normal subjects. OBJECTIVE: This study evaluated the effects of donepezil, an inhibitor of AchE, on cognitive performance in young and healthy subjects. METHODS: We used a randomised double-blind parallel group placebo-controlled repeated measures design to investigate changes of cognitive functions in a group of 30 young healthy male subjects (mean age 23.9 years+/-2.24 SD) upon application of donepezil or placebo for 30 days. Attentional and executive functions, visual and verbal short-term and working memory, semantic memory, as well as verbal and visual episodic memory were investigated using an extensive neuropsychological test battery. RESULTS: Time-by-group interactions demonstrated significant drug effects that were specific to episodic memory in both the verbal and visual domain. Additionally, donezepil significantly improved long-term visual episodic recall. In none of the other functions under investigation any significant treatment effects were observed. CONCLUSION: Given this specific drug effect and the well-known relevance of the hippocampal region for episodic memory, we conclude that this region appears to be the major target of cholinergic enhancement in healthy subjects due to long-term inhibition of AchE.

Adult↗

PubMed2006

A diffusion model analysis of adult age differences in episodic and semantic long-term memory retrieval.

Two experiments investigated adult age differences in episodic and semantic long-term memory tasks, as a test of the hypothesis of specific age-related decline in context memory. Older adults were slower and exhibited lower episodic accuracy than younger adults. Fits of the diffusion model (R. Ratcliff, 1978) revealed age-related increases in non-decisional reaction time for both episodic and semantic retrieval. In Experiment 2, an age difference in boundary separation also indicated an age-related increase in conservative criterion setting. For episodic old-new recognition (Experiment 1) and source memory (Experiment 2), there was an age-related decrease in the quality of decision-driving information (drift rate). As predicted by the context-memory deficit hypothesis, there was no corresponding age-related decline in semantic drift rate.

Adolescent↗

PubMed1990

Supraspan learning in patients with unilateral anterior temporal lobe resections.

The present data addresses the role of the anterior temporal lobe in verbal and visual supraspan learning. Patient subjects had either a left or right standardized temporal lobe resection, which involved extensive removal of mesial temporal lobe structures. Neither patient group showed marked deficits on either the verbal or visual supraspan learning tasks, although an unexpected performance variation occurred. A tendency to mild depression of performance on the verbal supraspan learning task was observed among right temporal-lobectomy patients. Nevertheless, the overall results indicate that anterior temporal lobe structures are not independently critical for supraspan learning. These findings are consistent with a previous report that posterior brain regions are involved in mediating such tasks.

Adult↗

PubMed2005

The role of dopamine in cognitive sequence learning: evidence from Parkinson's disease.

Electrophysiological and computational studies suggest that nigro-striatal dopamine may play an important role in learning about sequences of environmentally important stimuli, particularly when this learning is based upon step-by-step associations between stimuli, such as in second-order conditioning. If so, one would predict that disruption of the midbrain dopamine system--such as occurs in Parkinson's disease--may lead to deficits on tasks that rely upon such learning processes. This hypothesis was tested using a "chaining" task, in which each additional link in a sequence of stimuli leading to reward is trained step-by-step, until a full sequence is learned. We further examined how medication (L-dopa) affects this type of learning. As predicted, we found that Parkinson's patients tested 'off' L-dopa performed as well as controls during the first phase of this task, when required to learn a simple stimulus-response association, but were impaired at learning the full sequence of stimuli. In contrast, we found that Parkinson's patients tested 'on' L-dopa performed better than those tested 'off', and no worse than controls, on all phases of the task. These findings suggest that the loss of dopamine that occurs in Parkinson's disease can lead to specific learning impairments that are predicted by electrophysiological and computational studies, and that enhancing dopamine levels with L-dopa alleviates this deficit. This last result raises questions regarding the mechanisms by which midbrain dopamine modulates learning in Parkinson's disease, and how L-dopa affects these processes.

Aged↗

PubMed2006

Intention in motor learning through observation.

The purpose of this experiment was to assess whether learning an action through observation is enhanced by the intention to reproduce the observed behaviour. Two groups of participants observed a model practise a timing task and performed a 24-hour delayed retention test. Participants in the first group of observers were explicitly instructed that they would be required to execute the timing task that they had observed as accurately as possible during the delayed retention test. Observers in the second group were instructed that they would be required to describe as accurately as possible the behaviour that they had observed. A control group of participants, who did not observe the model, was also administered the delayed retention test. The results of the retention test indicated that absolute timing (parameterization) was learned by the observers to the same extent with or without intention to reproduce the task. Indeed, on the retention test absolute timing for the two groups of observers was as effective as that for the models. However, observing with an intention to reproduce the task was beneficial for learning the movement's relative timing structure. Results are discussed with respect to a potential mechanism by which intention enhances observation.

Adolescent↗

PubMed2004

The role of oculomotor information in the learning of sequential aiming movements.

With their eyes initially on either the home, midline, or final end position, 30 participants practiced a 2-target aiming movement. After 120 acquisition trials, participants performed a retention test and were then transferred to each of the other 2 eye conditions. During acquisition, all groups improved over practice, but the home group showed the greatest improvement. The temporal improvement was most pronounced in the times spent after peak velocity. Retention and transfer tests indicated that participants performed best under eye-movement conditions that were the same as the 1 they had practiced in. There was also positive transfer of training between conditions in which the oculomotor information was similar. Thus, to optimize learning, one should practice under the same afferent and oculomotor conditions that will be required for the final performance.

Adult↗

PubMed2002

Neural basis of temporal context memory: a functional MRI study.

Temporal context information is crucial to understanding human episodic memory. Human lesion and neuroimaging data indicate that prefrontal regions are important for retrieving temporal context memory, although the exact nature of their involvement is still unclear. We employed functional magnetic resonance imaging (fMRI) to elucidate the neural basis of two kinds of temporal context memory: the temporal order of items between lists and within a list. On the day of the fMRI experiment, subjects memorized a list of 30 pictures in the morning and another list of 30 pictures in the afternoon. During the scanning session, the subjects performed three tasks. In a between-lists task, they were asked to judge the temporal order between two items that had been presented in different lists. In a within-list task, they were asked to judge the temporal order between two items that had been presented in a single list. We found bilateral prefrontal activities during these two temporal context memory tasks compared with a simple item-recognition task. Furthermore, in direct comparison between these two tasks, we found differential prefrontal activities. Thus, right prefrontal activity was associated with temporal order judgment of items between lists, whereas left prefrontal activity was related to temporal order judgment of items within a list. These results indicate that retrieval processes of two kinds of temporal context memory are supported by different, but overlapping, sets of cerebral regions. We speculate that this reflects different cognitive processes for retrieving temporal context memory between separate episodes and within a single episode.

Adult↗

PubMed1994

The learning of novel finger movement sequences.

1. Experienced typists typed phrases containing words in which one isolated letter was typed with one hand, while the remaining letters were typed with the contralateral hand. 2. The translational and rotational motion of the fingers and wrist of the right hand were obtained optoelectronically from the location of reflective markers placed on the fingers. 3. Midway through the experiment, the key corresponding to the isolated letter was physically switched with another key on the keyboard, and subjects typed the letter in its new location (for 140 trials). The letter "n," typed with the right index finger, was either switched with letters normally typed with the same finger (u), with a different finger but same hand (o), with the same finger of the left hand (v), or with a different finger of the left hand (w). 4. When the words were typed normally, the interkey intervals were relatively short, and the onset of movement of the right hand began before the preceding keypress with the left hand. Thus the movement of the two hands overlapped. Furthermore, the movement to the isolated key was highly stereotypical, with little trial-to-trial variability. 5. After the transposition of keys, there were prolongations in the interkey intervals, with the largest delay occurring directly before the typing of the transposed key. Switches between homologous fingers (involving mirror movements) delayed the onset of keypresses to a lesser extent than did other switches. With practice, these delays were reduced but never reached the control level. 6. After the keyswitch, the onset of movement to the isolated key did not occur on average until after the last keypress with the contralateral hand, except when the switch involved the use of homologous fingers. In the latter case, overlapping movement of the two hands was maintained. Thus the learning of a series of discrete movements does not necessarily require that each movement segment be performed sequentially. 7. After the transposition of keys, the movement pattern and time course to a given key were similar to the movement patterns for that key observed during control trials in all conditions. Thus the learning of a series of movements may involve the use of previously learned movements under new conditions. 8. The results suggest that typing movements may be organized at several levels, including the individual keystroke and word level.

Adult↗

PubMed1995

Verbal learning and memory impairment in adult civilians following penetrating missile wounds.

Verbal memory and learning patterns, as measured by the California Verbal Learning Test (CVLT), following penetrating head injury (PHI) from gunshot wound were studied in 10 acutely injured patients (mean age 25.3 years) at a mean of 2.1 months post-injury. Primary impairment was found on measures of free recall of new verbal information which appeared to be related to deficits in organisational and retrieval functions: (1) the group's learning characteristics were marked by disorganization and an underutilization of active learning strategies; (2) rate of acquisition also appeared to be mildly decreased; (3) nevertheless, the PHI group did not show severe disruption in all aspects of learning and memory. In fact, the group showed a relatively intact capacity to store new information in memory.

Adolescent↗