Towards an explicit account of implicit learning
Towards an explicit account of implicit learning
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DOI：
10.1097/01.wco.0000171951.82995.c4
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发表时间：
2005-08-01
影响因子：
4.8
通讯作者：
Petersson, KM
中科院分区：
文献类型：
--
作者：
Forkstam, C;Petersson, KM
回顾的目的人类的大脑支持的收购机制，可以提取结构的隐含经验，而无需一个明确的模型的诱导。Reber将个体对输入集合的统计结构做出适当反应的过程定义为内隐学习。他认为，概括新输入的能力是基于抽象表征的习得，这些表征反映了习得输入中潜在的结构性差异。我们集中在2004年和2005年期间发表的研究内隐学习文献的审查。我们不会回顾重复启动（“内隐记忆”）的研究。相反，我们专注于两个常用的实验范式：串行反应时间任务和人工语法学习。以前的全面综述可以在Seger 1994年的文章和《内隐学习手册》中找到。最近的发现新兴的主题包括内隐和外显过程之间的相互作用，内侧颞叶的作用，内隐学习的发展方面，年龄依赖，睡眠和巩固的作用。总结描述内隐和外显学习之间相互作用的尝试是有希望的，尽管不是很好理解。睡眠和巩固的作用也是如此。尽管损伤研究已经相对一致地表明内侧颞叶记忆系统对于内隐学习不是必需的，但是一些功能磁共振研究已经报道了内隐学习中内侧颞叶的激活。这个问题值得进一步研究。最后，内隐学习的临床相关性仍有待确定。
Purpose of review The human brain supports acquisition mechanisms that can extract structural regularities implicitly from experience without the induction of an explicit model. Reber defined the process by which an individual comes to respond appropriately to the statistical structure of the input ensemble as implicit learning. He argued that the capacity to generalize to new input is based on the acquisition of abstract representations that reflect underlying structural regularities in the acquisition input. We focus this review of the implicit learning literature on studies published during 2004 and 2005. We will not review studies of repetition priming ('implicit memory'). Instead we focus on two commonly used experimental paradigms: the serial reaction time task and artificial grammar learning. Previous comprehensive reviews can be found in Seger's 1994 article and the Handbook of Implicit Learning.Recent findings Emerging themes include the interaction between implicit and explicit processes, the role of the medial temporal lobe, developmental aspects of implicit learning, age-dependence, the role of sleep and consolidation.Summary The attempts to characterize the interaction between implicit and explicit learning are promising although not well understood. The same can be said about the role of sleep and consolidation. Despite the fact that lesion studies have relatively consistently suggested that the medial temporal lobe memory system is not necessary for implicit learning, a number of functional magnetic resonance studies have reported medial temporal lobe activation in implicit learning. This issue merits further research. Finally, the clinical relevance of implicit learning remains to be determined.