Implicit learning of symmetry of human movement and gray matter density: Evidence against pure domain general and pure domain specific theories of implicit learning

Zhang, Qian; Li, Lin; Guo, Xin-Heng; Zheng, Li; Wu, Yuyan; Zhou, Chu

doi:10.1016/j.ijpsycho.2019.10.008

Cited by 6 publications

(8 citation statements)

References 90 publications

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“…Supporting this hypothesis of reactive GMV change, a 2018 study of 19 healthy subjects underwent an MRI pre and post 45 minutes of sensory stimulation, demonstrated increase in GMV in brain regions receiving afferent input from the stimulated body site (34). GMV in the lingual gyrus specifically, along with other areas of the visual pathway, are increased in airline pilots and athletes, further supporting the hypothesis (35,36).…”

Section: Increased Gray Matter Volumementioning

confidence: 78%

Neuroimaging in Visual Snow - A Review of the Literature

et al. 2022

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Since the first description of visual snow syndrome (VSS) in 1995, there has been increasing interest particularly within the past 5-10 years in phenotyping the condition and differentiating it from conditions such as migraine with aura and hallucinogen persisting perception disorder. Structural and functional neuroimaging has provided valuable insights in this regard, yielding functional networks and anatomical regions of interest, of which the right lingual gyrus is of particular note. Various modalities, including functional magnetic resonance imaging (fMRI), positron emission tomography (PET), and single photon emission computed tomography (SPECT), have all been studied in patients with visual snow. In this article, we conduct a comprehensive literature review of neuroimaging in VSS.

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Section: Increased Gray Matter Volumementioning

confidence: 78%

Neuroimaging in Visual Snow - A Review of the Literature

et al. 2022

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“…Similarly, Ziori and Dienes (2015) showed the implicit learning of face sequences. To our knowledge only one previous study has shown implicit learning of human-like movement (Zhang et al, 2020; see also Opacic et al, 2008). Zhang et al used sequences of simplified patterns of point-light displays showing biological movements (waving, jumping, etc) and found people could implicitly learn sequences showing an inversion symmetry, again as shown by participants' accuracy in classifying novel sequences in the trials attributed to implicit knowledge.…”

Section: Implicit Learning Of Regularities Followed By Realistic Body...mentioning

confidence: 87%

“…To our knowledge, only one previous published study investigated whether people could implicitly learn regularities from dynamic stimuli showing human movement, by using schematic patterns of point-light displays (Zhang et al, 2020). We aim to determine whether implicit learning can be involved in extracting regularities in a realistic yet controlled context, from stimuli that are relatively complex, dynamic, and socially relevant.…”

Section: The Present Studymentioning

confidence: 99%

Implicit learning of regularities followed by realistic body movements in virtual reality

Jurchiș

Dienes

2022

Psychon Bull Rev

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The existence of implicit (unconscious) learning has been demonstrated in several laboratory paradigms. Researchers have also suggested that it plays a role in complex real-life human activities. For instance, in social situations, we may follow unconscious behaviour scripts or intuitively anticipate the reaction of familiar persons based on non-conscious cues. Still, it is difficult to make inferences about the involvement of implicit learning in realistic contexts, given that this phenomenon has been demonstrated, almost exclusively, using simple artificial stimuli (e.g., learning structured patterns of letters). In addition, recent analyses show that the amount of unconscious knowledge learned in these tasks has been overestimated by random measurement error. To overcome these limitations, we adapted the Artificial Grammar Learning (AGL) task, and exposed participants (N = 93), in virtual reality, to a realistic agent that executed combinations of boxing punches. Unknown to participants, the combinations were structured by a complex artificial grammar. In a subsequent test phase, participants accurately discriminated novel grammatical from non-grammatical combinations, showing they had acquired the grammar. For measuring awareness, we used trial-by-trial subjective scales, and an analytical method that accounts for the possible overestimation of unconscious knowledge due to regression to the mean. These methods conjointly showed strong evidence for implicit and for explicit learning. The present study is the first to show that humans can implicitly learn, in VR, knowledge regarding realistic body movements, and, further, that implicit knowledge extracted in AGL is robust when accounting for its possible inflation by random measurement error.

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“…The integration of physical activity into teaching and learning attributes the increased effectiveness of learning partly to the increased number of memory channels (visual, kinesthetic and tactile) [ 4 ] and partly to the underlying neurophysiological principles, i.e., physical activity increases the growth of neurons and synapses [ 5 , 6 , 7 ]; assists the long-term memory [ 8 , 9 ]; increases integration of cognitive, motor, and sensory information between cerebral hemispheres [ 10 ]; increases oxygen flow due to increased heart rate [ 11 ]; and so on [ 2 ]. However, these facts do not focus on the psychophysiological responses of students during physical activity, so new learning models based on the latest neurological findings are still expected.…”

Section: Introductionmentioning

confidence: 99%

Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?

Geršak

Giber

Geršak

et al. 2022

Sensors

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This study describes how wearable devices can be used in elementary schools to compare some aspects of different teaching approaches. Upper arm wearables were used as an objective tool to compare three approaches when teaching science: (i) classical frontal teaching, (ii) embodied (kinesthetic) teaching, and (iii) a distance teaching approach. Using the wearables, the approaches were compared in terms of their impact on students’ psychological arousal and perceived well-being. In addition, short-term and long-term knowledge gain and physiological synchronization between teacher and students during the lecture were assessed. A synchronization index was defined to estimate the degree of physiological synchronization. During distance teaching, by means of measurements with wearables, students were significantly less physically active and significantly less psychologically aroused. Embodied teaching allowed significantly higher physical activation than during the other two approaches. The synchronization index for all three teaching approaches was positive with the highest values for distance and frontal teaching. Moreover, knowledge gain immediately after the embodied lessons was higher than after frontal lessons. No significant differences in the long-term knowledge retention between the three different teaching methods were found. This pilot study proved that wearables are a useful tool in research in the field of education and have the potential to contribute to a deeper understanding of the mechanisms involved in learning, even in complex environments such as an elementary school classroom.

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Implicit learning of symmetry of human movement and gray matter density: Evidence against pure domain general and pure domain specific theories of implicit learning

Cited by 6 publications

References 90 publications

Neuroimaging in Visual Snow - A Review of the Literature

Neuroimaging in Visual Snow - A Review of the Literature

Implicit learning of regularities followed by realistic body movements in virtual reality

Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?

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