Delineating implicit and explicit processes in neurofeedback learning.
Delineating implicit and explicit processes in neurofeedback learning.
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DOI：
10.1016/j.neubiorev.2020.09.003
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发表时间：
2020-11
影响因子：
8.2
通讯作者：
Cleeremans A
中科院分区：
文献类型：
--
作者：
Muñoz-Moldes S;Cleeremans A
本文讨论了意识在神经反馈（NF）学习中的作用。大多数隐式NF任务包括明确的目标。外显过程是技能获得和目标导向行为的核心。意识的措施，建议超越口头退出问卷。考虑意识对于理解NF的学习机制至关重要。神经反馈使人类能够自我调节特定大脑区域的神经活动，被认为是一种有前途的精神病干预工具。最近，已经开发出方法来使用神经反馈隐式，促使在神经反馈学习的意识的作用的理论辩论。我们对意识在神经反馈学习中的作用进行了批判性回顾，特别关注最近开发的神经反馈范式。我们详细的指令的差异，并提出了一个细粒度的分类任务的参与程度的基础上的显式和隐式的过程。最后，我们回顾了用于测量神经反馈意识的方法，并提出了新的候选措施。我们的结论是，明确的过程不能回避在大多数目前的内隐任务，有明确的目标，并建议在未来的方式，可以更好地衡量意识。研究学习过程中的意识将有助于理解神经反馈学习背后的学习机制，并有助于塑造未来的任务。
This article discusses the role of awareness in neurofeedback (NF) learning. Most implicit NF tasks include explicit goals. Explicit processes are central in skill acquisition and goal-directed behavior. Measures of awareness are suggested to go beyond verbal exit questionnaires. Considering awareness is vital for understanding the learning mechanism of NF. Neurofeedback allows humans to self-regulate neural activity in specific brain regions and is considered a promising tool for psychiatric interventions. Recently, methods have been developed to use neurofeedback implicitly, prompting a theoretical debate on the role of awareness in neurofeedback learning. We offer a critical review of the role of awareness in neurofeedback learning, with a special focus on recently developed neurofeedback paradigms. We detail differences in instructions and propose a fine-grained categorization of tasks based on the degree of involvement of explicit and implicit processes. Finally, we review the methods used to measure awareness in neurofeedback and propose new candidate measures. We conclude that explicit processes cannot be eschewed in most current implicit tasks that have explicit goals, and suggest ways in which awareness could be better measured in the future. Investigating awareness during learning will help understand the learning mechanisms underlying neurofeedback learning and will help shape future tasks.
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影响因子：
2.4
作者：
Frederick, Jon A.
通讯作者：
Frederick, Jon A.
影响因子：
25
作者：
deBettencourt MT;Cohen JD;Lee RF;Norman KA;Turk-Browne NB
通讯作者：
Turk-Browne NB
DOI：
10.1007/bf00999982
发表时间：
1986-06-01
期刊：
BIOFEEDBACK AND SELF-REGULATION
影响因子：
--
作者：
DUNN, TG;GILLIG, SE;UTZ, SW
通讯作者：
UTZ, SW
影响因子：
2.4
作者：
Frederick, Jon A.;Heim, Andrew S.;Klein, Casey J.
通讯作者：
Klein, Casey J.
影响因子：
2.9
作者：
BRENER, J;JONES, JM
通讯作者：
JONES, JM