Tubau Elisabet, Escera Carles, Carral Vanessa, Corral María-José
Department of Basic Psychology, Cognitive Neuroscience Research Group, University of Barcelona, 08035 Barcelona, Catalonia, Spain.
Eur J Neurosci. 2007 Jul;26(1):261-4. doi: 10.1111/j.1460-9568.2007.05637.x. Epub 2007 Jun 20.
Research on motor sequence acquisition has shown significant differences between learners. Learners who develop explicit knowledge respond faster than non-explicit ones and they show larger amplitude in event-related brain potentials to sequence deviants. There is evidence that memory span correlates with the amount of sequence learned, but the specific mechanisms subserving such differences are still unknown. Recently, it has been observed that performance of explicit learners, but not of non-explicit ones, improves when presented with auditory action effects. Accordingly, differences between learners might be related to differences in auditory rhythm perception. To test this hypothesis, the mismatch negativity (MMN)-evoked potential elicited to stimuli violating stimulus alternation (i.e. low pitch, high pitch) was recorded in explicit and non-explicit sequence learners. Results confirmed our prediction: explicit learners showed larger amplitude of the MMN to the violation of the auditory rhythm, suggesting new theoretical implications to account for individual differences in sequential action control.
对运动序列习得的研究表明，学习者之间存在显著差异。形成显性知识的学习者比非显性学习者反应更快，并且他们在与序列偏差相关的脑电活动中表现出更大的振幅。有证据表明，记忆广度与所学序列的数量相关，但支撑这种差异的具体机制仍不清楚。最近，有人观察到，当呈现听觉动作效果时，显性学习者的表现会提高，而非显性学习者则不会。因此，学习者之间的差异可能与听觉节奏感知的差异有关。为了验证这一假设，我们记录了显性和非显性序列学习者对违反刺激交替（即低音、高音）的刺激所诱发的失匹配负波（MMN）诱发电位。结果证实了我们的预测：显性学习者在违反听觉节奏时表现出更大的MMN振幅，这为解释顺序动作控制中的个体差异提供了新的理论启示。
