Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/1822/69631 |
Resumo: | Statistical learning (SL), the process of extracting regularities from the environment, is a fundamental skill of our cognitive system to structure the world regularly and predictably. SL has been studied using mainly behavioral tasks under implicit conditions and with triplets presenting the same level of difficulty, i.e., a mean transitional probability (TP) of 1.00. Yet, the neural mechanisms underlying SL under other learning conditions remain largely unknown. Here, we investigated the neurofunctional correlates of SL using triplets (i.e., three-syllable nonsense words) with a mean TP of 1.00 (easy "words") and 0.50 (hard "words") in an SL task performed under incidental (implicit) and intentional (explicit) conditions, to determine whether the same core mechanisms were recruited to assist learning. Event-related potentials (ERPs) were recorded while participants listened firstly to a continuous auditory stream made of the concatenation of four easy and four hard "words" under implicit instructions, and subsequently to another auditory stream made of the concatenation of four easy and four hard "words" drawn from another artificial language under explicit instructions. The stream in each of the SL tasks was presented in two consecutive blocks of ~3.5-min each (~7-min in total) to further examine how ERP components might change over time. Behavioral measures of SL were collected after the familiarization phase of each SL task by asking participants to perform a two-alternative forced-choice (2-AFC) task. Results from the 2-AFC tasks revealed a moderate but reliable level of SL, with no differences between conditions. ERPs were, nevertheless, sensitive to the effect of TPs, showing larger amplitudes of N400 for easy "words," as well as to the effect of instructions, with a reduced N250 for "words" presented under explicit conditions. Also, significant differences in the N100 were found as a result of the interaction between TPs, instructions, and the amount of exposure to the auditory stream. Taken together, our findings suggest that triplets' predictability impacts the emergence of "words" representations in the brain both for statistical regularities extracted under incidental and intentional instructions, although the prior knowledge of the "words" seems to favor the recruitment of different SL mechanisms. |
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Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learningStatistical learningTransitional probabilitiesImplicit learningExplicit learningExposure timeElectrophysiological correlatesWord segmentationArtificial languageCiências Sociais::PsicologiaScience & TechnologySocial SciencesStatistical learning (SL), the process of extracting regularities from the environment, is a fundamental skill of our cognitive system to structure the world regularly and predictably. SL has been studied using mainly behavioral tasks under implicit conditions and with triplets presenting the same level of difficulty, i.e., a mean transitional probability (TP) of 1.00. Yet, the neural mechanisms underlying SL under other learning conditions remain largely unknown. Here, we investigated the neurofunctional correlates of SL using triplets (i.e., three-syllable nonsense words) with a mean TP of 1.00 (easy "words") and 0.50 (hard "words") in an SL task performed under incidental (implicit) and intentional (explicit) conditions, to determine whether the same core mechanisms were recruited to assist learning. Event-related potentials (ERPs) were recorded while participants listened firstly to a continuous auditory stream made of the concatenation of four easy and four hard "words" under implicit instructions, and subsequently to another auditory stream made of the concatenation of four easy and four hard "words" drawn from another artificial language under explicit instructions. The stream in each of the SL tasks was presented in two consecutive blocks of ~3.5-min each (~7-min in total) to further examine how ERP components might change over time. Behavioral measures of SL were collected after the familiarization phase of each SL task by asking participants to perform a two-alternative forced-choice (2-AFC) task. Results from the 2-AFC tasks revealed a moderate but reliable level of SL, with no differences between conditions. ERPs were, nevertheless, sensitive to the effect of TPs, showing larger amplitudes of N400 for easy "words," as well as to the effect of instructions, with a reduced N250 for "words" presented under explicit conditions. Also, significant differences in the N100 were found as a result of the interaction between TPs, instructions, and the amount of exposure to the auditory stream. Taken together, our findings suggest that triplets' predictability impacts the emergence of "words" representations in the brain both for statistical regularities extracted under incidental and intentional instructions, although the prior knowledge of the "words" seems to favor the recruitment of different SL mechanisms.Psychology Research Centre (PSI/01662), University of Minho, and was supported by the Grant POCI-01-0145-FEDER-028212 from the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Science, Technology and Higher Education through national funds, and co-financed by FEDER through COMPETE2020 under the PT2020 Partnership AgreementFrontiers MediaUniversidade do MinhoSoares, Ana PaulaGutiérrez-Domínguez, Francisco-JavierVasconcelos, Margarida Fátima GomesOliveira, Helena M.Tomé, DavidJiménez, Luis2020-092020-09-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/69631engSoares, A. P., Gutiérrez-Domínguez, F. J., Vasconcelos, M., Oliveira, H. M., Tomé, D., & Jiménez, L. (2020). Not all words are equally acquired: Transitional probabilities and instructions affect the electrophysiological correlates of statistical learning. Frontiers in Human Neuroscience, 14.1662-51611662-515310.3389/fnhum.2020.577991https://www.frontiersin.org/articles/10.3389/fnhum.2020.577991/fullinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:24:06Zoai:repositorium.sdum.uminho.pt:1822/69631Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:18:00.121438Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning |
title |
Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning |
spellingShingle |
Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning Soares, Ana Paula Statistical learning Transitional probabilities Implicit learning Explicit learning Exposure time Electrophysiological correlates Word segmentation Artificial language Ciências Sociais::Psicologia Science & Technology Social Sciences |
title_short |
Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning |
title_full |
Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning |
title_fullStr |
Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning |
title_full_unstemmed |
Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning |
title_sort |
Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning |
author |
Soares, Ana Paula |
author_facet |
Soares, Ana Paula Gutiérrez-Domínguez, Francisco-Javier Vasconcelos, Margarida Fátima Gomes Oliveira, Helena M. Tomé, David Jiménez, Luis |
author_role |
author |
author2 |
Gutiérrez-Domínguez, Francisco-Javier Vasconcelos, Margarida Fátima Gomes Oliveira, Helena M. Tomé, David Jiménez, Luis |
author2_role |
author author author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Soares, Ana Paula Gutiérrez-Domínguez, Francisco-Javier Vasconcelos, Margarida Fátima Gomes Oliveira, Helena M. Tomé, David Jiménez, Luis |
dc.subject.por.fl_str_mv |
Statistical learning Transitional probabilities Implicit learning Explicit learning Exposure time Electrophysiological correlates Word segmentation Artificial language Ciências Sociais::Psicologia Science & Technology Social Sciences |
topic |
Statistical learning Transitional probabilities Implicit learning Explicit learning Exposure time Electrophysiological correlates Word segmentation Artificial language Ciências Sociais::Psicologia Science & Technology Social Sciences |
description |
Statistical learning (SL), the process of extracting regularities from the environment, is a fundamental skill of our cognitive system to structure the world regularly and predictably. SL has been studied using mainly behavioral tasks under implicit conditions and with triplets presenting the same level of difficulty, i.e., a mean transitional probability (TP) of 1.00. Yet, the neural mechanisms underlying SL under other learning conditions remain largely unknown. Here, we investigated the neurofunctional correlates of SL using triplets (i.e., three-syllable nonsense words) with a mean TP of 1.00 (easy "words") and 0.50 (hard "words") in an SL task performed under incidental (implicit) and intentional (explicit) conditions, to determine whether the same core mechanisms were recruited to assist learning. Event-related potentials (ERPs) were recorded while participants listened firstly to a continuous auditory stream made of the concatenation of four easy and four hard "words" under implicit instructions, and subsequently to another auditory stream made of the concatenation of four easy and four hard "words" drawn from another artificial language under explicit instructions. The stream in each of the SL tasks was presented in two consecutive blocks of ~3.5-min each (~7-min in total) to further examine how ERP components might change over time. Behavioral measures of SL were collected after the familiarization phase of each SL task by asking participants to perform a two-alternative forced-choice (2-AFC) task. Results from the 2-AFC tasks revealed a moderate but reliable level of SL, with no differences between conditions. ERPs were, nevertheless, sensitive to the effect of TPs, showing larger amplitudes of N400 for easy "words," as well as to the effect of instructions, with a reduced N250 for "words" presented under explicit conditions. Also, significant differences in the N100 were found as a result of the interaction between TPs, instructions, and the amount of exposure to the auditory stream. Taken together, our findings suggest that triplets' predictability impacts the emergence of "words" representations in the brain both for statistical regularities extracted under incidental and intentional instructions, although the prior knowledge of the "words" seems to favor the recruitment of different SL mechanisms. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09 2020-09-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/69631 |
url |
http://hdl.handle.net/1822/69631 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Soares, A. P., Gutiérrez-Domínguez, F. J., Vasconcelos, M., Oliveira, H. M., Tomé, D., & Jiménez, L. (2020). Not all words are equally acquired: Transitional probabilities and instructions affect the electrophysiological correlates of statistical learning. Frontiers in Human Neuroscience, 14. 1662-5161 1662-5153 10.3389/fnhum.2020.577991 https://www.frontiersin.org/articles/10.3389/fnhum.2020.577991/full |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Frontiers Media |
publisher.none.fl_str_mv |
Frontiers Media |
dc.source.none.fl_str_mv |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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