scholarly journals The neural correlates of implicit and explicit sequence learning: Interacting networks revealed by the process dissociation procedure

2005 ◽  
Vol 12 (5) ◽  
pp. 480-490 ◽  
Author(s):  
A. Destrebecqz
Keyword(s):  
Sequence Learning ◽  
Neural Correlates ◽  
Process Dissociation ◽  
Process Dissociation Procedure ◽  
Interacting Networks ◽  
Implicit And Explicit

A Multinomial Model to Assess Fluency and Recollection in a Sequence Learning Task

1997 ◽  
Vol 50 (3) ◽  
pp. 631-663 ◽  
Author(s):  
Axel Buchner ◽  
Melanie C. Steffens ◽  
Edgar Erdfelder ◽  
Rainer Rothkegel
Keyword(s):  
Sequence Learning ◽  
Incidental Learning ◽  
Measurement Model ◽  
Learning Task ◽  
Process Dissociation ◽  
Learning Condition ◽  
Auditory Event ◽  
Process Dissociation Procedure ◽  
Sequence Identification ◽  
Implicit And Explicit

We suggest that well-formedness judgements in conjunction with L.L. Jacoby's (1991) process dissociation procedure and an appropriate measurement model can be used to obtain measures of implicit and explicit sequence knowledge. We introduce a new measurement model designed specifically for the sequence learning task. The model assumes that sequence identification is based on recollection, perceptual or motor fluency, systematicity detection, and guessing. The model and the application of the process dissociation procedure were empirically evaluated using auditory event sequences. In Experiment 1, the parameter reflecting recollection was higher in an intentional than in an incidental learning condition. Experiment 2 showed that random sequences interspersed among the systematic sequences during the acquisition phase may change this pattern of results. A manipulation of processing fluency in Experiment 3 was reflected in the appropriate model parameter. In sum, the new measurement model and the application of the process dissociation procedure appear to be useful tools in sequence learning research.

scholarly journals Assumptions of the Process-Dissociation Procedure are Violated in Implicit Sequence Learning

2016 ◽  
Author(s):  
Marius Barth ◽  
Christoph Stahl ◽  
Hilde Haider
Keyword(s):  
Sequence Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Process Dissociation ◽  
Implicit Sequence Learning ◽  
Generation Task ◽  
Accurate Performance ◽  
Exclusion Condition ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: inclusion instructions require generating the transitions that form the learned sequence; exclusion instructions require generating transitions other than those of the learned sequence. Whereas accurate performance under inclusion may be based on either implicit or explicit knowledge, avoiding to generate learned transitions requires controllable explicit sequence knowledge. The PD approach yields separate estimates of explicit and implicit knowledge that are derived from the same task; it therefore avoids many problems of previous measurement approaches. However, the PD approach rests on the critical assumption that the implicit and explicit processes are invariant across inclusion and exclusion conditions. We tested whether the invariance assumptions hold for the PD generation task. Across three studies using first-order as well as second-order regularities, invariance of the controlled process was found to be violated. In particular, despite extensive amounts of practice, explicit knowledge was not exhaustively expressed in the exclusion condition. We discuss the implications of these findings for the use of process-dissociation in assessing implicit knowledge.

The process dissociation procedure in sequence learning: 10 years of research

2013 ◽  
Author(s):  
Vinciane Gaillard ◽  
Arnaud Destrebecqz ◽  
Antoine Pasquali ◽  
Axel Cleeremans
Keyword(s):  
Sequence Learning ◽  
Process Dissociation ◽  
Process Dissociation Procedure

An Investigation of Learning during Propofol Sedation and Anesthesia Using the Process Dissociation Procedure

2000 ◽  
Vol 93 (6) ◽  
pp. 1418-1425 ◽  
Author(s):  
Clare L. Stapleton ◽  
Jackie Andrade
Keyword(s):  
Explicit Memory ◽  
Memory Performance ◽  
Venous Blood ◽  
Word List ◽  
Process Dissociation ◽  
Process Dissociation Procedure ◽  
Completion Test ◽  
Implicit And Explicit Memory ◽  
Word Stem Completion ◽  
Implicit And Explicit

Background Many studies have shown that patients may remember words learned during apparently adequate anesthesia. Performance on memory tests may be influenced by explicit and implicit memory. We used the process dissociation procedure to estimate implicit and explicit memory for words presented during sedation or anesthesia. Methods We investigated intraoperative learning in 72 women undergoing pervaginal oocyte collection during propofol and alfentanil infusion. One word list was played once before infusion, another was played 10 times during surgery. Venous blood was taken for propofol assay at the end of the intraoperative list. Behavioral measures of anesthetic depth (eyelash reflex, hand squeeze response to command) were recorded and used to adjust the dose of anesthetic where clinically appropriate. On recovery, memory was assessed using an auditory word stem completion test with inclusion and exclusion instructions. Results The mean blood propofol concentration was 2.5 microg/ml (median, 2.3 microg/ml; range, 0.7-6.1 microg/ml). Mean alfentanil dose was 2.1 mg (median, 2.0 mg; range, 1.2-3.4 mg). Comparison of target and distractor hits in the inclusion condition showed memory for preoperative words only. However, the process dissociation procedure estimates showed explicit (mean, 0.18; P < 0.001) and implicit (mean, 0.05; P < 0.05) memory for the preoperative words, and a small amount of explicit memory for the intraoperative words (mean, 0.06; 95% confidence interval, 0.01-0.10). Memory performance did not differ between the 17 patients who consistently responded to command and eyelash reflex and the 32 patients who remained unresponsive. Blood propofol concentration and alfentanil dose did not correlate with memory for the intraoperative list. Conclusions There was no unprompted recall of surgery, but the process dissociation procedure showed memory for words presented during surgery. This memory was apparently explicit but did not correlate with the measures of depth of anesthesia used.

scholarly journals Implicit and Explicit Learning of Temporal Sequences Studied With the Process Dissociation Procedure

2008 ◽  
Vol 100 (2) ◽  
pp. 733-739 ◽  
Author(s):  
Anke Karabanov ◽  
Fredrik Ullén
Keyword(s):  
Implicit Learning ◽  
Serial Recall ◽  
Explicit Knowledge ◽  
Stimulus Presentation ◽  
Explicit Learning ◽  
Process Dissociation ◽  
Process Dissociation Procedure ◽  
Significant Difference ◽  
Implicit And Explicit ◽  
Temporal Sequences

We studied whether temporal sequences can be learned implicitly using a process dissociation procedure (PDP). Participants performed repeated serial recalls of sequential stimuli with a random ordinal structure and fixed temporal structure. Explicit knowledge was evaluated through verbal questions and PDP analysis of two generation tasks (inclusion and exclusion). Participants were divided into two groups: in the Ordinal group, stimulus presentation was visual and the participants were instructed to repeat the ordinal structure; in the Temporal+Ordinal group, stimulus presentation was audio-visual and the participants were instructed to repeat temporal and ordinal structure. We expected predominantly implicit learning in the Ordinal group and explicit learning in the Temporal+Ordinal group. This was supported by two findings. First, a significant difference between inclusion and exclusion performance was seen only in the Temporal+Ordinal group. Second, in both groups, a negative relation was found between the degree of improvement during serial recall and a measure of explicit knowledge in the generation tasks. This relation was independent of the final level of performance during serial recall. These findings suggest that distinct implicit and explicit systems may exist for learning of temporal sequences: implicit learning is gradual and gives rise to knowledge that is inaccessible to conscious control while the explicit system is fast and results in representations that can be used to control performance in inclusion and exclusion tasks.

scholarly journals Neural correlates of consciousness of sequence knowledge: A novel application of the process dissociation procedure

NeuroImage ◽  
2000 ◽  
Vol 11 (5) ◽  
pp. S405
Author(s):  
Arnaud Destrebecqz ◽  
Philippe Peigneux ◽  
Pierre Maquet ◽  
Christian Degueldre ◽  
Guy Delfiore ◽  
...  
Keyword(s):  
Neural Correlates ◽  
Process Dissociation ◽  
Neural Correlates Of Consciousness ◽  
Process Dissociation Procedure
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