An ERP analysis of implicit structured sequence learning.
When task exposure facilitates performance without producing corresponding changes in verbalizable knowledge, learning is said to be implicit. In Experiment 1, event-related potentials (ERPs) were recorded as individuals practiced an implicit structured sequence learning (ISSL) task wherein only some target events required a response. With practice, the ERPs to targets that obeyed the underlying grammar diverged from those that did not at around 200 ms; grammatical targets appeared to be more positive between 200 and 500 ms because a similar positivity for the ungrammatical targets was delayed. In Experiment 2, the grammar was simplified allowing a direct comparison to be made between an implicit learning group and an explicit group, who were taught the grammar prior to recording. The results of the comparison revealed a remarkable similarity but did implicate at least partially nonidentical neural mechanisms in implicit and explicit structured sequence learning.
Baldwin
K B
KB
Department of Cognitive Science, University of California-San Diego, La Jolla 92093-0515, USA.
Kutas
M
M
D000328:Adult; D018913:Event-Related Potentials, P300 / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D011930:Reaction Time / Q000502:physiology; D013647:Task Performance and Analysis