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PubMed2001

Can sequence learning be implicit? New evidence with the process dissociation procedure.

Can we learn without awareness? Although this issue has been extensively explored through studies of implicit learning, there is currently no agreement about the extent to which knowledge can be acquired and projected onto performance in an unconscious way. The controversy, like that surrounding implicit memory, seems to be at least in part attributable to unquestioned acceptance of the unrealistic assumption that tasks are process-pure--that is, that a given task exclusively involves either implicit or explicit knowledge. Methods such as the process dissociation procedure (PDP, Jacoby, 1991) have been developed to overcome the conceptual limitations of the process purity assumption but have seldom been used in the context of implicit learning research. In this paper, we show how the PDP can be applied to a free generation task so as to disentangle explicit and implicit sequence learning. Our results indicate that subjects who are denied preparation to the next stimulus nevertheless exhibit knowledge of the sequence through their reaction time performance despite remaining unable (1) to project this knowledge in a recognition task and (2) to refrain from expressing their knowledge when specifically instructed to do so. These findings provide strong evidence that sequence learning can be unconscious.

Adolescent↗

PubMed2000

Striatum forever, despite sequence learning variability: a random effect analysis of PET data.

This PET study is concerned with the what, where, and how of implicit sequence learning. In contrast with previous studies imaging the serial reaction time (SRT) task, the sequence of successive locations was determined by a probabilistic finite-state grammar. The implicit acquisition of statistical relationships between serially ordered elements (i.e., what) was studied scan by scan, aiming to evidence the brain areas (i.e., where) specifically involved in the implicit processing of this core component of sequential higher-order knowledge. As behavioural results demonstrate between- and within-subjects variability in the implicit acquisition of sequential knowledge through practice, functional PET data were modelled using a random-effect model analysis (i.e., how) to account for both sources of behavioural variability. First, two mean condition images were created per subject depending on the presence or not of implicit sequential knowledge at the time of each of the 12 scans. Next, direct comparison of these mean condition images provided the brain areas involved in sequential knowledge processing. Using this approach, we have shown that the striatum is involved in more than simple pairwise associations and that it has the capacity to process higher-order knowledge. We suggest that the striatum is not only involved in the implicit automatization of serial information through prefrontal cortex-caudate nucleus networks, but also that it plays a significant role for the selection of the most appropriate responses in the context created by both the current and previous stimuli, thus contributing to better efficiency and faster response preparation in the SRT task.

Adult↗