Neurocognitive mechanisms of statistical-sequential learning: what do event-related potentials tell us?
Neurocognitive mechanisms of statistical-sequential learning: what do event-related potentials tell us?
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DOI：
10.3389/fnhum.2014.00437
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发表时间：
2014
影响因子：
2.9
通讯作者：
Conway CM
中科院分区：
文献类型：
--
作者：
Daltrozzo J;Conway CM
统计顺序学习(SL)是处理环境刺激的模式的能力，如口语、音乐或一个人的运动动作，这些模式随着时间的推移而展开。SL的潜在神经认知机制及其相关的认知表征仍未得到很好的理解，综述的认知模型的异质性反映了这一点。这篇综述的目的是：(1)对二语的主要模型和理论进行概述，(2)描述支持这些模型的实证研究，重点是事件相关电位(ERP)文献，同时也强调本研究目前的局限性，以及(3)提出一套克服这些限制的ERP研究的新路线。该综述围绕三个与母语有关的描述性维度展开：通过母语学习到的表征的抽象程度，注意力和意识水平对母语的影响，以及母语在一生中的发展轨迹。我们以一个新的暂定模型结束，该模型考虑了这三个维度，并指出了几条有希望的二语研究的新路线。
Statistical-sequential learning (SL) is the ability to process patterns of environmental stimuli, such as spoken language, music, or one’s motor actions, that unfold in time. The underlying neurocognitive mechanisms of SL and the associated cognitive representations are still not well understood as reflected by the heterogeneity of the reviewed cognitive models. The purpose of this review is: (1) to provide a general overview of the primary models and theories of SL, (2) to describe the empirical research – with a focus on the event-related potential (ERP) literature – in support of these models while also highlighting the current limitations of this research, and (3) to present a set of new lines of ERP research to overcome these limitations. The review is articulated around three descriptive dimensions in relation to SL: the level of abstractness of the representations learned through SL, the effect of the level of attention and consciousness on SL, and the developmental trajectory of SL across the life-span. We conclude with a new tentative model that takes into account these three dimensions and also point to several promising new lines of SL research.
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