Implicit probabilistic sequence learning is independent of explicit awareness

Song, Sunbin; Howard, James H.; Howard, Darlene V.

doi:10.1101/lm.437407

Cited by 112 publications

(165 citation statements)

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“…For example, when learning was assessed in young adults across three sessions with equivalent intervals of wakefulness or sleep, Song et al (2007) andHoward, 1997, Romano, Howard, and, they found no sequencespecific improvements from an a.m. to p.m. session or a p.m. to a.m. session. Similarly, when Nemeth and Janacsek (2011) tested participants on probabilistic sequence learning, before and after a 12-hr, 24-hr, or a 1-week interval, they found an improvement in general motor skill (i.e.…”

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

“…To test probabilistic sequence learning we used an alternating serial reaction time task (ASRTT) in which every alternate component is sequenced according to a predictable rule with pseudorandom trials in between (see Howard & Howard, 1997;Németh et al, 2010;Romano, Howard, & Howard, 2010). The main reason for using a probabilistic sequence was to avoid the emergence of explicit knowledge, which might alter performance (Cleeremans & Jiménez, 1998;Destrebecqz & Cleeremans, 2001;Perruchet, Bigand, & Benoit-Gonin, 1997;Remillard, 2008;Remillard & Clark, 2001;Song et al, 2007). We tested whether consolidation would OFFLINE CONSOLIDATION 7 differ for the learning of probabilistic and deterministic sequences, in particular, whether it might be stronger for deterministic sequences (see Deroost, Zeeuws, & Soetens, 2006;Destrebecqz & Cleeremans, 2001;Wilkinson & Jahanshahi, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…active online training) is all that is useful for the consolidation of implicit memory traces (Della-Maggiore, 2005;Press et al, 2005;Robertson et al, 2004;. In fact, offline consolidation, in the sense of "silent" improvement, may play no role at all in implicit sequence-specific learning (Hallgato et al, 2013;Németh & Janacsek, 2011;Németh et al, 2010;Siengsukon & Boyd, 2009;Song et al, 2007;Spencer, Gouw, & Ivry, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Sequence-specific learning refers to faster responses as a result of the acquisition of sequence-specific knowledge. Many serial reaction time task (SRTT) studies to date have not distinguished between these two components of performance (but see Hallgato et al, 2013;Németh et al, 2010;Song, Howard, & Howard, 2007, for exceptions).Evidence of offline motor memory consolidation in conjunction with explicit sequence learning was found when participants performed a finger-tapping task with two training sessions (Doyon et al, 2009;Walker, Brakefield, Morgan, Hobson, & Stickgold, 2002;Walker, Brakefield, Seidman, et al, 2003). Specifically, after one night's sleep, with no further practice between sessions, participants showed marked improvements in speed and accuracy.…”

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Offline consolidation in implicit sequence learning

Meier¹,

Cock²

2014

Cortex

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The goal of this study was to investigate offline memory consolidation with regard to general motor skill learning and implicit sequence-specific learning. We trained young adults on a serial reaction time task with a retention interval of either 24 hours (Experiment 1) or 1 week (Experiment 2) between two sessions. We manipulated sequence complexity (deterministic vs. probabilistic) and motor responses (unimanual or vs. bimanual). We found no evidence of offline memory consolidation for sequencespecific learning with either interval (in the sense of no deterioration over the interval but no further improvement either). However, we did find evidence of offline enhancement of general motor skill learning with both intervals, independent of kind of sequence or kind of response. These results suggest that general motor skill learning, but not sequence-specific learning, appears to be enhanced during offline intervals in implicit sequence learning.Keywords: implicit learning, motor skill learning, retention interval OFFLINE CONSOLIDATION 3 IntroductionThere have been a vast number of studies on sequence learning, but only recently has there been much interest in how it relates to memory consolidation. The term consolidation usually refers to the stabilization, and even enhancement, of memory traces after their initial acquisition. For example, it has been demonstrated that the performance of some procedures can be significantly improved after a "silent" or offline interval subsequent to training. During this interval, there is no further practice, or even mention, of the procedure, and learning remains largely tacit or implicit (Brown & Robertson, 2007;Hallgato, Gyori-Dani, Pekar, Janacsek, & Nemeth, 2013;Krakauer & Shadmehr, 2006;Németh et al., 2010). Consolidation is also sometimes referred to as resistance to interference and forgetting (Ghilardi, Moisello, Silvestri, Ghez, & Krakauer, 2009;Goedert & Willingham, 2002; Stephan, Meier, Orosz, Cattapan-Ludewig, & KaelinLang, 2009). In the present study, we use the first definition (i.e., further improvement or enhancement). For related reviews see Doyon et al. (2009) Offline consolidation of sequence learning may depend on a variety of factors, such as training session intervals (Albouy et al., 2008;Press, Casement, Pascual-Leone, & Robertson, 2005;, practice (Korman, Raz, Flash, & Karni, 2003;Shanks & Cameron, 2000;Steele & Penhune, 2010), sleep vs.,wakefulness and time of day (Brawn, Fenn, Nusbaum, & Margoliash, 2010;Cajochen et al., 2004;Della-Maggiore, 2005;Doyon et al., 2009;Fischer, Hallschmid, Elsner, & Born, 2002;Keisler, Ashe, & Willingham, 2007;Kuriyama, Stickgold, & Walker, 2004;Manoach et al., 2004;Maquet, Schwartz, Passingham, & Frith, 2003 The purpose of the present study was to investigate the separate contributions of general motor skill learning and sequence-specific memory consolidation in implicit sequence learning. General motor skill learning refers to faster responses as a result of practice. Sequence-specific learning refers to faster ...

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Offline consolidation in implicit sequence learning

Meier¹,

Cock²

2014

Cortex

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Motor Learning

Krakauer¹,

Hadjiosif²,

Xu³

et al. 2019

Comprehensive Physiology

580

573

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Motor learning encompasses a wide range of phenomena, ranging from relatively low-level mechanisms for maintaining calibration of our movements, to making high-level cognitive decisions about how to act in a novel situation. We survey the major existing approaches to characterizing motor learning at both the behavioral and neural level. In particular, we critically review two long-standing paradigms used in motor learning research-adaptation and sequence learning. We discuss the extent to which these paradigms can be considered models of motor skill acquisition, defined as the incremental improvement in our ability to rapidly select and then precisely execute appropriate actions, and conclude that they fall short of doing so. We then discuss two classes of emerging research paradigms-learning of arbitrary visuomotor mappings de novo and learning to execute movements with improved acuity-that more effectively address the acquisition of motor skill. Future work will be needed to determine the degree to which laboratory-based studies of skill, as described in this review, will relate to true expertise, which is likely dependent on the effects of practice on multiple cognitive processes that go beyond traditional sensorimotor neural architecture.

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On the functional role of striatal and anterior cingulateGABA+ in stimulus‐response binding

Takács

Stock

Kuntke

et al. 2021

Human Brain Mapping

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Successful response selection relies on constantly updating stimulus–response associations. The Theory of Event Coding (TEC) proposes that perception and action are conjointly coded in event files, for which fronto‐striatal networks seem to play an important role. However, the exact neurobiochemical mechanism behind event file coding has remained unknown. We investigated the functional relevance of the striatal and anterior cingulate (ACC) GABAergic system using magnetic resonance spectroscopy (MRS). Specifically, the striatal and ACC concentrations of GABA+ referenced against N‐acetylaspartate (NAA) were assessed in 35 young healthy males, who subsequently performed a standard event file task. As predicted by the TEC, the participants' responses were modulated by pre‐established stimulus response bindings in event files. GABA+/NAA concentrations in the striatum and ACC were not correlated with the overall event binding effect. However, higher GABA+/NAA concentrations in the ACC were correlated with stronger event file binding processes in the early phase of the task. This association disappeared by the end of the task. Taken together, our findings show that striatal GABA+ levels does not seem to modulate event file binding, while ACC GABA+ seem to improve event file binding, but only as long as the participants have not yet gathered sufficient task experience. To the best of our knowledge, this is the first study providing direct evidence for the role of striatal and ACC GABA+ in stimulus–response bindings and thus insights into the brain structure‐specific neurobiological aspects of the TEC.

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Implicit probabilistic sequence learning is independent of explicit awareness

Cited by 112 publications

References 55 publications

Offline consolidation in implicit sequence learning

Offline consolidation in implicit sequence learning

Motor Learning

On the functional role of striatal and anterior cingulateGABA+ in stimulus‐response binding

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