Functional differences between statistical learning with and without explicit training.
Functional differences between statistical learning with and without explicit training.
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DOI：
10.1101/lm.037986.114
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发表时间：
2015-11
期刊：
影响因子：
--
通讯作者：
Paller KA
中科院分区：
文献类型：
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作者：
Batterink LJ;Reber PJ;Paller KA
人类能够从环境输入中快速提取规律，这一过程被称为统计学习。这种类型的学习通常是通过被动地暴露于环境输入而自动发生的。统计学习的假定功能是优化处理，使大脑能够更准确地预测和准备输入。在这项研究中，我们想知道统计学习的功能是否可以通过补充显性训练来增强，在显性训练中，潜在的规律被明确地教授，而不是简单地通过暴露来抽象。学习者被随机分配到外显组或内隐组。所有的学习者都被暴露在一连串重复的无意义单词中。在进行内隐训练之前，外显组的学习者接受了额外的无意义词外显训练。统计学习通过快速反应时间（RT）任务进行评估，该任务测量学习者使用获得的统计知识来优化在线处理的程度。RTs和脑电位均显示在线加工作为训练条件的函数存在显著差异。RTs呈现跨界互动；与内隐组相比，外显组对可预测目标的反应更快，对不可预测目标的反应略慢。外显组的P300电位比内隐组大，表明更多的受控、努力过程的招募。综上所述，这些结果表明，在统计学习过程中，通过被动暴露提取的信息可能比明确获取的信息更自动、更省力。
Humans are capable of rapidly extracting regularities from environmental input, a process known as statistical learning. This type of learning typically occurs automatically, through passive exposure to environmental input. The presumed function of statistical learning is to optimize processing, allowing the brain to more accurately predict and prepare for incoming input. In this study, we ask whether the function of statistical learning may be enhanced through supplementary explicit training, in which underlying regularities are explicitly taught rather than simply abstracted through exposure. Learners were randomly assigned either to an explicit group or an implicit group. All learners were exposed to a continuous stream of repeating nonsense words. Prior to this implicit training, learners in the explicit group received supplementary explicit training on the nonsense words. Statistical learning was assessed through a speeded reaction-time (RT) task, which measured the extent to which learners used acquired statistical knowledge to optimize online processing. Both RTs and brain potentials revealed significant differences in online processing as a function of training condition. RTs showed a crossover interaction; responses in the explicit group were faster to predictable targets and marginally slower to less predictable targets relative to responses in the implicit group. P300 potentials to predictable targets were larger in the explicit group than in the implicit group, suggesting greater recruitment of controlled, effortful processes. Taken together, these results suggest that information abstracted through passive exposure during statistical learning may be processed more automatically and with less effort than information that is acquired explicitly.