scholarly journals Can sequence learning be implicit? New evidence with the process dissociation procedure

2001 ◽  
Vol 8 (2) ◽  
pp. 343-350 ◽  
Author(s):  
Arnaud Destrebecqz ◽  
Axel Cleeremans
Keyword(s):  
Sequence Learning ◽  
Process Dissociation ◽  
Process Dissociation Procedure ◽  
New Evidence

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

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.

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

2020 ◽  
Vol 11 ◽  
Author(s):  
Jianxin Zhang ◽  
Xiangpeng Wang ◽  
Jianping Huang ◽  
Antao Chen ◽  
Dianzhi Liu
Keyword(s):  
Resting State ◽  
Process Dissociation ◽  
Implicit Sequence Learning ◽  
Variable Stimulus ◽  
Brain Areas ◽  
Process Dissociation Procedure ◽  
Motor Network ◽  
Knowledge Types ◽  
Neuroimaging Data ◽  
The Brain

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.

scholarly journals The effect of midazolam on conscious, controlled processing: Evidence from the process-dissociation procedure

2003 ◽  
Vol 31 (8) ◽  
pp. 1181-1187 ◽  
Author(s):  
Elliot Hirshman ◽  
Julia Fisher ◽  
Thomas Henthorn ◽  
Jason Arndt ◽  
Anthony Passannante
Keyword(s):  
Process Dissociation ◽  
Process Dissociation Procedure ◽  
Controlled Processing
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