Attentional requirements of learning: Evidence from performance measures |
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| Affiliation: | 2. University of Bremen, Germany;1. Department of Movement Sciences, Movement Control and Neuroplasticity Research Group, KU Leuven, 3001 Leuven, Belgium;2. LBI - KU Leuven Brain Institute, KU Leuven, 3001 Leuven, Belgium;3. Advanced Imaging Research Center, University of Texas Southwestern, Dallas, TX 75390, USA;4. The Russell H. Morgan Department of Radiology and Radiological Science, The Johns Hopkins University School of Medicine, Baltimore, MD 21205, USA;5. F. M. Kirby Research Center for Functional Brain Imaging, Kennedy Krieger Institute, Baltimore, MD 21205, USA;6. Department of Forensic and Neurodevelopmental Sciences and the Institute of Psychiatry, Psychology, and Neuroscience; King''s College London, SE5 8AF London, United Kingdom;7. Department of Clinical Sciences, College of Health and Life Sciences, Brunel University London, UB8 3PN Uxbridge, United Kingdom;8. Brain Imaging and Neural Dynamics Research Group, IRCCS San Camillo Hospital, 30126 Venice, Italy;9. Institute of Neuroscience and Psychology, University of Glasgow, G12 8QB Glasgow, United Kingdom |
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| Abstract: | Important differences have emerged between introspective measures of learning, such as recall and recognition, and performance measures, in which the performance of a task is facilitated by prior experience. Introspective remembering of unattended stimuli is poor. We investigated whether performance measures would also show a strong dependence on attention. Subjects performed a serial reaction time task comprised of a repeating 10-trial stimulus sequence. When this task was given under dual-task conditions, acquisition of the sequence as assessed by verbal reports and performance measures was minimal. Patients with Korsakoff's syndrome learned the sequence despite their lack of awareness of the repeating pattern. Results are discussed in terms of the attentional requirements of learning, the relation between learning and awareness, preserved learning in amnesia, and the separation of memory systems. |
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