The Cognitive and Neural Architecture of Sequence Representation.
The authors theorize that 2 neurocognitive sequence-learning systems can be distinguished in serial reaction time experiments, one dorsal (parietal and supplementary motor cortex) and the other ventral (temporal and lateral prefrontal cortex). Dorsal system learning is implicit and associates noncat...
| Published in: | Psychological Review Vol. 110; no. 2; pp. 316 - 340 |
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| Main Authors: | , , |
| Format: | Article |
| Published: |
American Psychological Association
April 2003
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507818123&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507818123 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0033295X PYV jtl: Psychological Review issn: 0033295X maglogo: N pubinfo: dt: April 2003 vid: 110 iid: 2 pid: 34 pub: American Psychological Association artinfo: ui: 507818123 10.1037/0033-295X.110.2.316 ppf: 316 ppct: 24 formats: tig: atl: The Cognitive and Neural Architecture of Sequence Representation. aug: au: Keele, Steven W. Mayr, Ulrich Ivry, Richard su: Reaction time Psychology of learning Sequential analysis Brain function localization Cognition sug: subj: Reaction time Psychology of learning Sequential analysis Brain function localization Cognition keyword: Learning, Psychology of -- Sequential learning ab: The authors theorize that 2 neurocognitive sequence-learning systems can be distinguished in serial reaction time experiments, one dorsal (parietal and supplementary motor cortex) and the other ventral (temporal and lateral prefrontal cortex). Dorsal system learning is implicit and associates noncategorized stimuli within dimensional modules. Ventral system learning can be implicit or explicit. It also allows associating events across dimensions and therefore is the basis of cross-task integration or interference, depending on degree of cross-task correlation of signals. Accordingly, lack of correlation rather than limited capacity is responsible for dual-task effects on learning. The theory is relevant to issues of attentional effects on learning; the representational basis of complex, sequential skills; hippocampalversus basal ganglia-based learning; procedural versus declarative memory; and implicit versus explicit memory. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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