Implicit learning of visuospatial sequences in schizophenia.

Schwartz, Barbara L.; Howard, Darlene V.; Howard, James H.; Hovaguimian, Alexandra; Deutsch, Stephen I.

doi:10.1037/0894-4105.17.3.517

Cited by 50 publications

(45 citation statements)

References 79 publications

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“…For example, age deficits are most clearly seen in accuracy learning measures (Howard et al 2004a). The same was the case for schizophrenics versus normal controls (Schwartz et al 2003). In addition, the present paradigm may be useful for neuroimaging studies, as concurrent explicit/implicit learning paradigms increasingly have been used to reveal deficits in frontal-striatal recruitment for certain populations such as older adults (Howard et al 2004b;Aizenstein et al 2006).…”

Section: Reaction Time/accuracy Dissociationmentioning

confidence: 80%

“…Imaging studies have shown that sequence learning depends on frontal-striatal circuits (Barone and Joseph 1989;Rauch et al 1997;Exner et al 2002;Destrebecqz et al 2005;Aizenstein et al 2006;Ashe et al 2006;Histed and Miller 2006), making it useful for the study of disorders such as schizophrenia (Weickert et al 2002;Schwartz et al 2003), OCD (Kathmann et al 2005), Parkinson's disease (Smith and McDowall 2004), mild cognitive impairment (Negash et al 2006), and dyslexia ).…”

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confidence: 99%

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Implicit probabilistic sequence learning is independent of explicit awareness

Song¹,

Howard²,

Howard³

2007

Learn. Mem.

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Studies into interactions between explicit and implicit motor sequence learning have yielded mixed results. Some of these discrepancies have been attributed to difficulties in isolating implicit learning. In the present study, the effect of explicit knowledge on implicit learning was investigated using a modified version of the Alternating Serial Response Time (ASRT) task, a probabilistic sequence learning paradigm that yields continuous and relatively pure measures of implicit learning. Results revealed that implicit learning occurred to the same extent, whether or not subjects had explicit knowledge. Some evidence, however, indicated that explicit knowledge could interfere with the expression of implicit learning early in training. In addition, there were dissociations between learning measures, in that reaction time and accuracy were differentially affected by explicit knowledge. These findings indicate that implicit sequence learning occurs independently of explicit knowledge, and help to explain previous discrepant findings.

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Section: Reaction Time/accuracy Dissociationmentioning

confidence: 80%

mentioning

confidence: 99%

Implicit probabilistic sequence learning is independent of explicit awareness

Song¹,

Howard²,

Howard³

2007

Learn. Mem.

Self Cite

109

141

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show abstract

“…Studies to date that have examined SRT-type learning in this population have used visuospatial sequences (Green et al, 1997;Kumari et al, 2002;Schwartz et al, 2003). Schizophrenia patients are known to have problems holding spatial information in mind (Park & Holzman, 1992), shifting attention (Braff, 1993), and directing eye movements (Phillips & David, 1997 ).…”

Section: Introductionmentioning

confidence: 99%

“…Howard & D. Howard, 1997;J. Howard et al, 2004;Negash et al, 2003;Schvaneveldt & Gomez, 1998;Schwartz et al, 2003). Participants were given extensive exposure to the letter sequence over six 1 hr sessions so that patients had sufficient opportunity to learn the sequence.…”

Section: Introductionmentioning

confidence: 99%

“…In light of explicit memory disturbances found in patients with schizophrenia (Gras-Vincendon et al, 1994), patients' reduced learning possibly resulted from an inability to draw on explicit strategies in the way that healthy controls did. Schwartz et al (2003) examined sequence learning in schizophrenia using the alternating SRT (ASRT) test developed by J. Howard and D. Howard (1997).…”

Section: Introductionmentioning

confidence: 99%

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Implicit learning of non-spatial sequences in schizophrenia

Marvel¹,

Schwartz

Howard

et al. 2005

J. Inter. Neuropsych. Soc.

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Recent studies have reported abnormal implicit learning of sequential patterns in patients with schizophrenia. Because these studies were based on visuospatial cues, the question remained whether patients were impaired simply due to the demands of spatial processing. This study examined implicit sequence learning in 24 patients with schizophrenia and 24 healthy controls using a non-spatial variation of the serial reaction time test (SRT) in which pattern stimuli alternated with random stimuli on every other trial. Both groups showed learning by responding faster and more accurately to pattern trials than to random trials. Patients, however, showed a smaller magnitude of sequence learning. Both groups were unable to demonstrate explicit knowledge of the nature of the pattern, confirming that learning occurred without awareness. Clinical variables were not correlated with the patients' learning deficits. Patients with schizophrenia have a decreased ability to develop sensitivity to regularly occurring sequences of events within their environment. This type of deficit may affect an array of cognitive and motor functions that rely on the perception of event regularity.

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The problem of reversals in assessing implicit sequence learning with serial reaction time tasks

2006

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We report two experiments in which implicit learning is demonstrated within a short session of practice, in the absence of explicit knowledge of what is learned. In Experiment 1, we replicate the experiments by Curran (Psychol Res 60:24-41, 1997a; J Cogn Neurosci 9(4):522-533, 1997b) and highlight the importance of avoiding a random sequence as comparison to the training sequence, due to the higher proportion of reversal trials included in the random one, which leads to an artifactual measure of learning. In Experiment 2 we present a procedure in which two structurally analogous sequences are used both as training and control sequences, thus controlling for any factor different from learning. The results show that implicit learning is obtained within a short session of practice, and in the absence of any explicit knowledge as assessed through a subsequent generation task. We surmise that this procedure might be especially useful in areas in which short procedures are needed, such as when special populations are tested (e.g., patients, children or elderly people) or when the neural bases of implicit learning are being investigated through neurophysiological measures.

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Implicit learning of visuospatial sequences in schizophenia.

Cited by 50 publications

References 79 publications

Implicit probabilistic sequence learning is independent of explicit awareness

Implicit probabilistic sequence learning is independent of explicit awareness

Implicit learning of non-spatial sequences in schizophrenia

The problem of reversals in assessing implicit sequence learning with serial reaction time tasks

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