Implicit learning-explicit knowing: A role for sleep in memory system interaction
Implicit learning-explicit knowing: A role for sleep in memory system interaction
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DOI：
10.1162/089892906775990598
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发表时间：
2006-03-01
影响因子：
3.2
通讯作者：
Born, J
中科院分区：
文献类型：
--
作者：
Fischer, S;Drosopoulos, S;Born, J
有证据表明，睡眠支持增强内隐和外显记忆(即，两个记忆系统在学习过程中通常看起来是一起作用的)。在这里，我们采用连续反应时任务(SRTT)范式，考察了睡眠是否能提供关于内隐获得技能的外显知识的问题。学习时，健康青年受试者(n=20)首先接受SRTT训练。然后，在两个测试块上对内隐知识进行了评估，其中语法错误的目标位置偶尔会被语法正确的目标位置和错误的目标位置之间的反应时差异所穿插。为了评估显性序列知识，受试者随后执行了一项生成任务，在该任务中，他们被明确指示预测连续的靶位置。在一半的受试者中，学习发生在充满夜间睡眠的9小时保持间隔之前(睡眠组)，在另一半受试者中，保持间隔包括9小时的白天清醒(觉醒组)。在随后的重新测试中，对生成任务和SRTT测试块进行了重复测试。在保持间隔之前的学习中，受试者表现出显著的内隐序列知识，这与睡眠组和清醒组相当。此外，两组都没有表现出任何明确的序列知识，这表明在生成任务上的预测表现与偶然性没有区别。然而，在重新测试时，在保持时间间隔内睡觉的受试者在显性知识方面有了明显的增长，而清醒组的代际任务表现保持在随机水平。无论被试在学习后是睡着了还是保持清醒，在重测时的SRTT成绩并不表明技能有任何进一步的提高(即语法正确和错误的目标位置之间的反应时差不变)。我们的结果表明，睡眠时外显记忆的形成有选择性地增强。因为在睡眠之前，受试者只有关于目标转换序列的内隐知识，这些数据表明，在依赖睡眠的离线学习过程中，内隐记忆系统和外显记忆系统之间存在相互作用。
There is evidence that sleep supports the enhancement of implicit as well as explicit memories (i.e., two memory systems that during learning normally appear to act together). Here, employing a serial reaction time task (SRTT) paradigm, we examined the question whether sleep can provide explicit knowledge on an implicitly acquired skill. At learning, young healthy subjects (n = 20) were first trained on the SRTT. Then, implicit knowledge was assessed on two test blocks, in which grammatically incorrect target positions were occasionally interspersed by the difference in reaction times between grammatically correct and incorrect target positions. To assess explicit sequence knowledge, thereafter subjects performed oil a generation task in which they were explicitly instructed to predict the sequential target positions. In half the subjects, learning took place before a 9-hour retention interval filled with nocturnal sleep (sleep group), in the other half, the retention interval covered a 9-hour period of daytime wakefulness (wake group). At subsequent retesting, both testing on the generation task and the SRTT test blocks was repeated. At learning before the retention interval, Subjects displayed significant implicit sequence knowledge which was comparable for the sleep and wake groups. Moreover, both groups did not display any explicit sequence knowledge as indicated by a prediction performance not differing from chance on the generation task. However, at retesting, there was a distinct gain in explicit knowledge in the subjects who had slept in the retention interval, whereas generation task performance in the wake group remained at chance level. SRTT performance in the test blocks at retesting did not indicate any further gain in skill (i.e., unchanged reaction time differences between grammatically correct and incorrect target positions) independently of whether subjects had slept or remained awake after learning. Our results indicate a selective enhancement of explicit memory formation during sleep. Because before sleep subjects only had implicit knowledge on the sequence of target transitions, these data point to an interaction between implicit and explicit memory systems during sleep-dependent off-line learning.