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Lu Y, Guo X, Weng X, Jiang H, Yan H, Shen X, Feng Z, Zhao X, Li L, Zheng L, Liu Z, Men W, Gao JH. Theta Signal Transfer from Parietal to Prefrontal Cortex Ignites Conscious Awareness of Implicit Knowledge during Sequence Learning. J Neurosci 2023; 43:6760-6778. [PMID: 37607820 PMCID: PMC10552945 DOI: 10.1523/jneurosci.2172-22.2023] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 08/08/2023] [Accepted: 08/13/2023] [Indexed: 08/24/2023] Open
Abstract
Unconscious acquisition of sequence structure from experienced events can lead to explicit awareness of the pattern through extended practice. Although the implicit-to-explicit transition has been extensively studied in humans using the serial reaction time (SRT) task, the subtle neural activity supporting this transition remains unclear. Here, we investigated whether frequency-specific neural signal transfer contributes to this transition. A total of 208 participants (107 females) learned a sequence pattern through a multisession SRT task, allowing us to observe the transitions. Session-by-session measures of participants' awareness for sequence knowledge were conducted during the SRT task to identify the session when the transition occurred. By analyzing time course RT data using switchpoint modeling, we identified an increase in learning benefit specifically at the transition session. Electroencephalogram (EEG)/magnetoencephalogram (MEG) recordings revealed increased theta power in parietal (precuneus) regions one session before the transition (pretransition) and a prefrontal (superior frontal gyrus; SFG) one at the transition session. Phase transfer entropy (PTE) analysis confirmed that directional theta transfer from precuneus → SFG occurred at the pretransition session and its strength positively predicted learning improvement at the subsequent transition session. Furthermore, repetitive transcranial magnetic stimulation (TMS) modulated precuneus theta power and altered transfer strength from precuneus to SFG, resulting in changes in both transition rate and learning benefit at that specific point of transition. Our brain-stimulation evidence supports a role for parietal → prefrontal theta signal transfer in igniting conscious awareness of implicitly acquired knowledge.SIGNIFICANCE STATEMENT There exists a pervasive phenomenon wherein individuals unconsciously acquire sequence patterns from their environment, gradually becoming aware of the underlying regularities through repeated practice. While previous studies have established the robustness of this implicit-to-explicit transition in humans, the refined neural mechanisms facilitating conscious access to implicit knowledge remain poorly understood. Here, we demonstrate that prefrontal activity, known to be crucial for conscious awareness, is triggered by neural signal transfer originating from the posterior brain region, specifically the precuneus. By employing brain stimulation techniques, we establish a causal link between neural signal transfer and the occurrence of awareness. Our findings unveil a mechanism by which implicit knowledge becomes consciously accessible in human cognition.
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Affiliation(s)
- Yang Lu
- Fudan Institute on Ageing, Fudan University, Shanghai, China, 200433
- Ministry of education (MOE) Laboratory for National Development and Intelligent Governance, Fudan University, Shanghai, China, 200433
- School of Psychology and cognitive science, East China Normal University, Shanghai, China, 200062
| | - Xiuyan Guo
- Fudan Institute on Ageing, Fudan University, Shanghai, China, 200433
- Ministry of education (MOE) Laboratory for National Development and Intelligent Governance, Fudan University, Shanghai, China, 200433
| | - Xue Weng
- School of Psychology and cognitive science, East China Normal University, Shanghai, China, 200062
| | - Haoran Jiang
- Fudan Institute on Ageing, Fudan University, Shanghai, China, 200433
- Ministry of education (MOE) Laboratory for National Development and Intelligent Governance, Fudan University, Shanghai, China, 200433
| | - Huidan Yan
- School of Psychology and cognitive science, East China Normal University, Shanghai, China, 200062
| | - Xianting Shen
- Fudan Institute on Ageing, Fudan University, Shanghai, China, 200433
- Department of Psychology, Fudan University, Shanghai, China, 200433
| | - Zhengning Feng
- School of Psychology and cognitive science, East China Normal University, Shanghai, China, 200062
| | - Xinyue Zhao
- School of Psychology and cognitive science, East China Normal University, Shanghai, China, 200062
| | - Lin Li
- School of Psychology and cognitive science, East China Normal University, Shanghai, China, 200062
| | - Li Zheng
- Fudan Institute on Ageing, Fudan University, Shanghai, China, 200433
- Ministry of education (MOE) Laboratory for National Development and Intelligent Governance, Fudan University, Shanghai, China, 200433
| | - Zhiyuan Liu
- Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, School of Psychology, Shaanxi Normal University, Xi'an, China, 710062
| | - Weiwei Men
- Center for MRI Research, Academy for Advanced Interdisciplinary Studies, Peking University, Beijing, China, 100871
- Beijing City Key Laboratory for Medical Physics and Engineering, Institute of Heavy Ion Physics, School of Physics, Peking University, Beijing, China, 100871
| | - Jia-Hong Gao
- Beijing City Key Laboratory for Medical Physics and Engineering, Institute of Heavy Ion Physics, School of Physics, Peking University, Beijing, China, 100871
- Center for MRI Research and McGovern Institute for Brain Research, Peking University, Beijing, China, 100871
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Duan J, Ouyang H, Lu Y, Li L, Liu Y, Feng Z, Zhang W, Zheng L. Neural dynamics underlying the processing of implicit form-meaning connections: The dissociative roles of theta and alpha oscillations. Int J Psychophysiol 2023; 186:10-23. [PMID: 36702353 DOI: 10.1016/j.ijpsycho.2023.01.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Revised: 11/04/2022] [Accepted: 01/13/2023] [Indexed: 01/24/2023]
Abstract
Implicit learning plays an important role in the language acquisition. In addition to helping people acquire the form-level rules (e.g., the word order regularities), implicit learning can also facilitate the acquisition of word meanings (i.e., the establishment of connections between the word form and its meanings). Although some behavioral studies have explored the processing of implicit form-meaning connections, the neural dynamics underlying this processing remains unclear. Through examining whether participants could implicitly acquire the literal and metaphorical meanings of novel words, and applying the time-frequency analysis on the electroencephalogram (EEG) data collected in the testing phase, the neural oscillations corresponding to the processing of implicit form-literal and form-metaphorical meaning connections were explored. The results showed that participants in the experimental group could implicitly acquire the form-literal and form-metaphorical meaning connections after training, while participants in the control group who were not trained did not have access to such form-meaning connections. Meanwhile, during the processing of form-literal meaning connections, the greater suppression of alpha oscillations was induced by the testing items that follow the same rules as the training items (i.e., the regular testing items) in the experimental group, whereas the stronger enhancement of theta oscillations was elicited by the regular testing items in the experimental group during the processing of form-metaphorical meaning connections. Our study provides insights for understanding the processing of implicit form-literal and form-metaphorical meaning connections and the neural dynamics underlying the processing.
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Affiliation(s)
- Jipeng Duan
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Hui Ouyang
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China; Lab for Post-traumatic Stress Disorder, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, China; The Emotion & Cognition Lab, Faculty of Psychology and Mental Health, Naval Medical University, Shanghai, China
| | - Yang Lu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China; Fudan Institute on Ageing, Fudan university, Shanghai, China
| | - Lin Li
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China; National Demonstration Center for Experimental Psychology Education, East China Normal University, Shanghai, China
| | - Yuting Liu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Zhengning Feng
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
| | - Weidong Zhang
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
| | - Li Zheng
- Fudan Institute on Ageing, Fudan university, Shanghai, China
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The influence of perceptual information on control processes involved in self-regulated learning: evidence from item selection. Psychon Bull Rev 2014; 22:1007-13. [PMID: 25413682 DOI: 10.3758/s13423-014-0762-7] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Previous research has shown that perceptual information such as font size has an impact on learners' judgments of their own learning. The present study extended the font-size effect to examine the influence of font size on how people decide which items to study first. Across three experiments, we showed that participants preferred to first select items presented in a large font size (48 pt) more than items presented in a small font size (18 pt), and that this effect continued even when more diagnostic cues (difficulty and reward value of items) were presented, suggesting that perceptual cues can strongly influence control process involved in self-regulated learning. These results provide evidence that perceptual information plays a key role in higher cognition. Moreover, our results also suggest that control processes are influenced by multiple cues, including font size, difficulty of items, and the reward value of items.
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Dienes Z. Using Bayes to get the most out of non-significant results. Front Psychol 2014; 5:781. [PMID: 25120503 PMCID: PMC4114196 DOI: 10.3389/fpsyg.2014.00781] [Citation(s) in RCA: 1079] [Impact Index Per Article: 107.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2014] [Accepted: 07/02/2014] [Indexed: 11/29/2022] Open
Abstract
No scientific conclusion follows automatically from a statistically non-significant result, yet people routinely use non-significant results to guide conclusions about the status of theories (or the effectiveness of practices). To know whether a non-significant result counts against a theory, or if it just indicates data insensitivity, researchers must use one of: power, intervals (such as confidence or credibility intervals), or else an indicator of the relative evidence for one theory over another, such as a Bayes factor. I argue Bayes factors allow theory to be linked to data in a way that overcomes the weaknesses of the other approaches. Specifically, Bayes factors use the data themselves to determine their sensitivity in distinguishing theories (unlike power), and they make use of those aspects of a theory's predictions that are often easiest to specify (unlike power and intervals, which require specifying the minimal interesting value in order to address theory). Bayes factors provide a coherent approach to determining whether non-significant results support a null hypothesis over a theory, or whether the data are just insensitive. They allow accepting and rejecting the null hypothesis to be put on an equal footing. Concrete examples are provided to indicate the range of application of a simple online Bayes calculator, which reveal both the strengths and weaknesses of Bayes factors.
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Affiliation(s)
- Zoltan Dienes
- School of Psychology and Sackler Centre for Consciousness Science, University of SussexBrighton, UK
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