Neuroscience 2005 Abstract
| Presentation Number: | 192.5 |
|---|---|
| Abstract Title: | Ffunctional MRI of sequence learning after implicit and explicit training. |
| Authors: |
Fraser, D.*1
; Parrish, T. B.2,3
; Gitelman, D. R.2,3
; Mesulam, M. M.3
; Reber, P. J.1,3
1Psych., Northwestern Univ., Chicago, IL 2Radiology, Northwestern Univ., Chicago, IL 3Cognitive Neurology & ADC, Northwestern Univ., Chicago, IL |
| Primary Theme and Topics |
Cognition and Behavior - Human Cognition, Behavior, and Anatomy -- Learning and long-term memory |
| Secondary Theme and Topics | Sensory and Motor Systems<br />- Visuomotor Processing<br />-- Spatial memory and sensorimotor transformations |
| Session: |
192. Learning I Poster |
| Presentation Time: | Sunday, November 13, 2005 8:00 AM-9:00 AM |
| Location: | Washington Convention Center - Hall A-C, Board # JJ20 |
| Keywords: | SRT, REACTION TIME, SERIAL ORDER |
Explicit and implicit knowledge represent two different types of memory with distinct neural substrates. A key question in the field of memory concerns whether explicit and implicit representations of knowledge are acquired using distinct, overlapping, or partially overlapping networks of brain areas. In the Serial Reaction Time (SRT) task participants learn a sequence of target locations by making button-press responses to cues that follow a repeating sequence. The sequential information can be learned implicitly through practice or can be learned explicitly by memorization. The neural correlates of SRT after these two types of learning were compared in separate groups. The implicit group performed 240 trials of practice without being informed about the repeating sequence. The explicit group memorized the sequence (see Reber et al. 1998, J. Cog Neuro). After training, subjects performed the SRT task during fMRI (3T, TR=2.4, TE=25ms, 44 x 3mm slices) under three intermixed conditions: in response to the trained sequence, to a novel sequence or to pseudo-random control sequences. Each condition was presented as a block of 4 sequence repetitions (48 sec) 9 separate times across 3 scanning runs. No information was given to the participants about the block structure. Activations between conditions were compared visually. Partially overlapping activity was observed in the implicit and explicit learning groups. Both groups exhibited increased activity in the head of the caudate for the trained sequence versus the novel sequence. Differential activity between the groups was observed for the explicit group in the left ventral occipital-temporal cortex when they performed the memorized sequence. For the implicit group, greater activity was observed in the body of the caudate bilaterally for the trained sequence. These results suggest that both common and distinct regions support memory processing. Identifying the components of these networks will lead to a better understanding of these two distinct memory phenomena.
Sample Citation:
[Authors]. [Abstract Title]. Program No. XXX.XX. 2005 Neuroscience Meeting Planner. Washington, DC: Society for Neuroscience, 2005. Online.
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