Human error monitoring during implicit and explicit learning of a sensorimotor sequence.
During the acquisition of a sensorimotor sequence error monitoring as reflected by the error-related negativity (ERN) of the event-related brain potential was studied in normal human subjects. The central, imperative letter in an Eriksen-like flanker task either followed a repeating sequence or was determined randomly. 'Explicit learners' were informed about the presence of a sequence, whereas 'implicit learners' were not. Both groups learned the sequential structure inherent in the material as indicated by a speed-up in response time for structured compared to random trials. Most importantly, the ERN was larger for explicit compared to implicit learners. Thus, explicitly searching for a sequential regularity led to a more intensive engagement of the error monitoring system as reflected by the ERN.
D000328:Adult; D000704:Analysis of Variance; D005071:Evoked Potentials / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D008991:Monitoring, Physiologic / Q000379:methods; D011597:Psychomotor Performance / Q000502:physiology*; D011930:Reaction Time / Q000502:physiology; D012107:Research Design