title: Learning without consciously knowing: evidence from event-related potentials in sequence learning.
abstract: This paper investigated how implicit and explicit knowledge is reflected in event-related potentials (ERPs) in sequence learning. ERPs were recorded during a serial reaction time task. The results showed that there were greater RT benefits for standard compared with deviant stimuli later than early on, indicating sequence learning. After training, more standard triplets were generated under inclusion than exclusion tests and more standard triplets under exclusion than chance level, indicating that participants acquired both explicit and implicit knowledge. However, deviant targets elicited enhanced N2 and P3 components for targets with explicit knowledge but a larger N2 effect for targets with implicit knowledge, revealing that implicit knowledge expresses itself in relatively early components (N2) and explicit knowledge in additional P3 components. The results help resolve current debate about the neural substrates supporting implicit and explicit learning.
authors.affiliation: State Key Laboratory of Brain and Cognitive Science, Institute of Psychology, Chinese Academy of Sciences, China. fuqf@psych.ac.cn
authors.forename: Qiufang
authors.initials: Q
authors.lastname: Fu
authors.forename: Guangyu
authors.initials: G
authors.lastname: Bin
authors.forename: Zoltan
authors.initials: Z
authors.lastname: Dienes
authors.forename: Xiaolan
authors.initials: X
authors.lastname: Fu
authors.forename: Xiaorong
authors.initials: X
authors.lastname: Gao
mesh_terms: D000328:Adult; D000704:Analysis of Variance; D003243:Consciousness / Q000502:physiology*; D004569:Electroencephalography; D005071:Evoked Potentials / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D009483:Neuropsychological Tests; D011930:Reaction Time / Q000502:physiology*; D012691:Serial Learning / Q000502:physiology*