Loonis Roman F, Brincat Scott L, Antzoulatos Evan G, Miller Earl K
The Picower Institute for Learning and Memory, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; Department of Anatomy and Neurobiology, Boston University, Boston MA, 02118, USA.
The Picower Institute for Learning and Memory, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
Neuron. 2017 Oct 11;96(2):521-534.e7. doi: 10.1016/j.neuron.2017.09.032.
A meta-analysis of non-human primates performing three different tasks (Object-Match, Category-Match, and Category-Saccade associations) revealed signatures of explicit and implicit learning. Performance improved equally following correct and error trials in the Match (explicit) tasks, but it improved more after correct trials in the Saccade (implicit) task, a signature of explicit versus implicit learning. Likewise, error-related negativity, a marker for error processing, was greater in the Match (explicit) tasks. All tasks showed an increase in alpha/beta (10-30 Hz) synchrony after correct choices. However, only the implicit task showed an increase in theta (3-7 Hz) synchrony after correct choices that decreased with learning. In contrast, in the explicit tasks, alpha/beta synchrony increased with learning and decreased thereafter. Our results suggest that explicit versus implicit learning engages different neural mechanisms that rely on different patterns of oscillatory synchrony.
一项对非人类灵长类动物执行三种不同任务（物体匹配、类别匹配和类别扫视关联）的荟萃分析揭示了显性和隐性学习的特征。在匹配（显性）任务中，无论正确试验还是错误试验后，表现都有同等程度的提高，但在扫视（隐性）任务中，正确试验后的表现提高得更多，这是显性与隐性学习的一个特征。同样，错误相关负波作为错误处理的一个指标，在匹配（显性）任务中更大。所有任务在正确选择后α/β（10 - 30赫兹）同步性都增加。然而，只有隐性任务在正确选择后θ（3 - 7赫兹）同步性增加，且随着学习而降低。相比之下，在显性任务中，α/β同步性随着学习增加，之后降低。我们的结果表明，显性与隐性学习涉及不同的神经机制，这些机制依赖于不同的振荡同步模式。
