Kraeutner Sarah N, Gaughan Theresa C, Eppler Sarah N, Boe Shaun G
Laboratory for Brain Recovery and Function, Dalhousie University, Halifax, Nova Scotia B3H4R1, Canada; Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia B3H4R2, Canada.
Laboratory for Brain Recovery and Function, Dalhousie University, Halifax, Nova Scotia B3H4R1, Canada; School of Health and Human Performance, Dalhousie University, Halifax, Nova Scotia B3H4R2, Canada.
Acta Psychol (Amst). 2017 Jul;178:48-55. doi: 10.1016/j.actpsy.2017.05.009. Epub 2017 May 31.
Implicit sequence learning (ISL) occurs without conscious awareness and is critical for skill acquisition. The extent to which ISL occurs is a function of exposure (i.e., total training time and/or sequence to noise ratio) to a repeated sequence, and thus the cognitive mechanism underlying ISL is the formation of stimulus-response associations. As the majority of ISL studies employ paradigms whereby individuals unknowingly physically practice a repeated sequence, the cognitive mechanism underlying ISL through motor imagery (MI), the mental rehearsal of movement, remains unknown. This study examined the cognitive mechanisms of MI-based ISL by probing the link between exposure and the resultant ISL. Seventy-two participants underwent MI-based practice of an ISL task following randomization to one of four conditions: 4 training blocks with a high (4-High) or low (4-Low) sequence to noise ratio, or 2 training blocks with a high (2-High) or low (2-Low) sequence to noise ratio. Reaction time differences (dRT) and effect sizes between repeated and random sequences assessed the extent of learning. All groups showed a degree of ISL, yet effect sizes indicated a greater degree of learning in groups with higher exposure (4-Low and 4-High). Findings indicate that the extent to which ISL occurs through MI is impacted by manipulations to total training time and the sequence to noise ratio. Overall, we show that the extent of ISL occurring through MI is a function of exposure, indicating that like physical practice, the cognitive mechanisms of MI-based ISL rely on the formation of stimulus response associations.
内隐序列学习（ISL）在无意识状态下发生，对技能习得至关重要。ISL发生的程度是对重复序列的暴露（即总训练时间和/或序列与噪声比）的函数，因此ISL背后的认知机制是刺激-反应关联的形成。由于大多数ISL研究采用的范式是让个体在不知不觉中实际练习重复序列，通过运动想象（MI）（即运动的心理排练）进行的ISL背后的认知机制仍然未知。本研究通过探究暴露与由此产生的ISL之间的联系，考察了基于MI的ISL的认知机制。72名参与者在被随机分配到四个条件之一后，对一项ISL任务进行了基于MI的练习：具有高（4-High）或低（4-Low）序列与噪声比的4个训练块，或具有高（2-High）或低（2-Low）序列与噪声比的2个训练块。重复序列和随机序列之间的反应时差异（dRT）和效应大小评估了学习程度。所有组都表现出一定程度的ISL，但效应大小表明，暴露程度较高的组（4-Low和4-High）学习程度更高。研究结果表明，通过MI发生的ISL程度受到总训练时间和序列与噪声比操作的影响。总体而言，我们表明通过MI发生的ISL程度是暴露的函数，这表明与实际练习一样，基于MI的ISL的认知机制依赖于刺激-反应关联的形成。
