Probabilistic Implict Sequence Learning Differences between Individuals with High vs. Low Openness /Feeling

Zhang, Jianxin; Yan, Wu; Chen, Xinyun; Liu, Dianzhi

doi:10.3724/sp.j.1041.2014.01793

Cited by 6 publications

(11 citation statements)

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“… Destrebecqz and Cleeremans (2001 , 2003 ) have found that variation in RSI impacts on representation quality of knowledge from implicit learning, with weak representation (i.e., mostly supported by unconscious knowledge) associated with short RSI, and strong representation (i.e., mostly supported by conscious knowledge) associated with long RSI. Similar results have been reported in several other studies ( Zhang et al, 2014 , 2015 ).…”

Section: Introductionsupporting

confidence: 93%

Impact of Response Stimulus Interval on Transfer of Non-local Dependent Rules in Implicit Learning: An ERP Investigation

Huang

Dai

et al. 2017

Front. Psychol.

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In the literature on implicit learning, controversy exists regarding whether the knowledge obtained from implicit sequence learning consists of context-bound superficial features or context-free structural rules. To explore the nature of implicit knowledge, event related potentials (ERP) recordings of participants’ performances in a non-local dependent transfer task under two response-stimulus-interval (RSI) conditions (250 and 750 ms) were obtained. In the behavioral data, a transfer effect was found in the 750 ms RSI condition but not in the 250 ms RSI condition, suggesting that a long RSI is the basis for the occurrence of non-local dependent transfer, as which might have provided enough reaction time for participants to process and capture the implicit rule. Moreover, P300 amplitude was found to be sensitive to the impact of RSI on the training process (i.e., the longer RSI elicited higher P300 amplitudes), while variations in both N200 (i.e., a significant increase) and P300 amplitudes (i.e., a significant decrease) were found to be related to the presence of a transfer effect. Our results supported the claim that implicit learning can involve abstract rule knowledge acquisition under an appropriate RSI condition, and that amplitude variation in early ERP components (i.e., N200 and P300) can be useful indexes of non-local dependent learning and transfer effects.

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Section: Introductionsupporting

confidence: 93%

Impact of Response Stimulus Interval on Transfer of Non-local Dependent Rules in Implicit Learning: An ERP Investigation

Huang

Dai

et al. 2017

Front. Psychol.

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“…The common used sequence is the SOC sequence such as 3-4-2-3-1-2-1-4-3-2-4-1 (Reed and Johnson, 1994), whereby each location is completely determined by the previous two locations, so three consecutive locations constitute a smallest-rule unit, namely a triplet. As the implicit sequence learning proceeds, different participants can generate knowledge at different levels of consciousness for the sequence (Norman et al, 2006;Fu et al, 2013;Zhang et al, 2014), and a participant can also generate knowledge at different levels of consciousness for different parts of the sequence (Zhang, 2015). Therefore how to define and measure the levels of consciousness is the premise of consciousness research in implicit sequence learning.…”

Section: Introduction the Process Dissociation Procedures (Pdp) In Impmentioning

confidence: 99%

“…Therefore, the incorrect exclusion-task response (A) is contained within the correct inclusion-task response (C + A). The PDP provides continuous scale indicators to quantify consciousness in implicit sequence learning; accordingly, it is widely used (Destrebecqz et al, 2005;Norman et al, 2006;Fu et al, 2010Fu et al, , 2013Yonelinas and Jacoby, 2012;Zhang et al, 2014).…”

Section: Introduction the Process Dissociation Procedures (Pdp) In Impmentioning

confidence: 99%

Testing the Process Dissociation Procedure by Behavioral and Neuroimaging Data: The Establishment of the Mutually Exclusive Theory and the Improved PDP

et al. 2020

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The process dissociation procedure (PDP) of implicit sequence learning states that the correct inclusion-task response contains the incorrect exclusion-task response. However, there has been no research to test the hypothesis. The current study used a single variable (Stimulus Onset Asynchrony SOA: 850 ms vs. 1350 ms) between-subjects design, with pre-task resting-state fMRI, to test and improve the classical PDP to the mutually exclusive theory (MET). (1) Behavioral data and neuroimaging data demonstrated that the classical PDP has not been validated. In the SOA = 850 ms group, the correct inclusion-task response was at chance, but the incorrect exclusion-task response occurred greater than chance. In the SOA = 850 ms group, the two responses were not correlated, but in the SOA = 1,350 ms group and putting the two groups together, the two responses were in contrast to each other. In each group, brain areas whose amplitude of low frequency fluctuations (ALFFs) in the resting-state related to the two responses were either completely different or opposite to one another. However, the results were perfectly consistent with the MET proposed by the present study which suggests that the correct inclusion-task response is equal to the correct exclusion-task response is equal to C + A1, and the incorrect exclusion-task response is equal to A2. C denotes the controlled response and A1 and A2 denote two different automatic responses. (2) The improved PDP was proposed to categorize the 12 kinds of triplets as delineating four knowledge types, namely non-acquisition of knowledge, uncontrollable knowledge, half-controllable knowledge, and controllable knowledge with the MET. ALFFs in the resting-state could predict the four knowledge types of the improved PDP among two groups. The participants’ control of the four knowledge types (degree of consciousness) gradually improved. Correspondingly, the brain areas in the resting-state positively related to the four knowledge types, gradually changed from the sensory and motor network to the somatic sensorimotor network, and then to the implicit learning network, and then to the consciousness network. The brain areas in the resting-state negatively related to the four knowledge types gradually changed from the consciousness network to the sensory and motor network. As SOA increased, the brain areas associated with almost all the four knowledge types changed. (3) The inhomogeneous hypothesis of the MET is best suited to interpret behavioral and neuroimaging data; it states that the same components among the four knowledge types are not homogeneous, and the same knowledge types are not homogeneous between the two SOA groups.

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“…This might be due to the difference between sadness and aversion, pleasure and anger is small, and these microexpressions were less new to these background expressions. The higher the openness is, the more sensitive for the new stimulus is, but the less sensitive for the normal stimulus (not new enough) [19]. Openness was not significantly correlated with the training effect of any microexpression recognition in neutral backgrounds, which was the same as Hurley et al [12].…”

Section: The Influence Of Personality Opennessmentioning

confidence: 60%

“…Therefore, for the first time, we found that openness was positively correlated with the training effects of fear under sadness and anger. Because fear differs greatly from sadness and anger, and fear microexpressions were new stimuli, and the more openness, the more sensitive to new stimuli [19]. However, openness was negatively correlated with training effect of sadness under disgust and happiness under anger.…”

Section: The Influence Of Personality Opennessmentioning

confidence: 99%

The Personality Influence Factors of Ecological Microexpressions Recognition and Natural Exposure Training Effect: Openness, Depression and Gender

Yin¹,

Zhang²,

Liu³

et al. 2020

PBS

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Probabilistic Implict Sequence Learning Differences between Individuals with High vs. Low Openness /Feeling

Cited by 6 publications

References 0 publications

Impact of Response Stimulus Interval on Transfer of Non-local Dependent Rules in Implicit Learning: An ERP Investigation

Impact of Response Stimulus Interval on Transfer of Non-local Dependent Rules in Implicit Learning: An ERP Investigation

Testing the Process Dissociation Procedure by Behavioral and Neuroimaging Data: The Establishment of the Mutually Exclusive Theory and the Improved PDP

The Personality Influence Factors of Ecological Microexpressions Recognition and Natural Exposure Training Effect: Openness, Depression and Gender

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