Contribution of implicit memory to adaptation of movement extent during reaching against unpredictable spring-like loads: insensitivity to intentional suppression of kinematic performance

We examined the extent to which intentionally underperforming a goal-directed reaching task impacts how memories of recent performance contribute to sensorimotor adaptation. Healthy human subjects performed computerized cognition testing and an assessment of sensorimotor adaptation, wherein they grasped the handle of a horizontal planar robot while making goal-directed out-and-back reaching movements. The robot exerted forces that resisted hand motion with a spring-like load that changed unpredictably between movements. The robotic test assessed how implicit and explicit memories of sensorimotor performance contribute to the compensation for the unpredictable changes in the hand-held load. After each movement, subjects were to recall and report how far the hand moved on the previous trial (peak extent of the out-and-back movement). Subjects performed the tests under two counter-balanced conditions: one where they performed with their best effort, and one where they intentionally sabotaged (i.e., suppressed) kinematic performance. Results from the computerized cognition tests confirmed that subjects understood and complied with task instructions. When suppressing performance during the robotic assessment, subjects demonstrated marked changes in reach precision, time to capture the target, and reaction time. We fit a set of limited memory models to the data to identify how subjects used implicit and explicit memories of recent performance to compensate for the changing loads. In both sessions, subjects used implicit, but not explicit, memories from the most recent trial to adapt reaches to unpredictable spring-like loads. Subjects did not "give up" on large errors, nor did they discount small errors deemed "good enough". Although subjects clearly suppressed kinematic performance (response timing, movement variability, and self-reporting of reach error), the relative contributions of sensorimotor memories to trial-by-trial variations in task performance did not differ significantly between the two testing conditions. We conclude that intentional performance suppression had minimal impact on how implicit sensorimotor memories contribute to adaptation of unpredictable mechanical loads applied to the hand.

Shape of my likes: how explicit and implicit reference frames shape the liking of insect-based protein bar

A high-protein bar incorporating mealworm powder was developed. The impact of explicit and implicit frame formation on the acceptance and sensory characteristics of this target bar was investigated by comparing it with four commercial protein bars for a total of 275 consumers. To construct the explicit frame, consumers watched a video clip about each frame (environment/nutrition/meal replacement) just before the evaluation. In the no-explicit-frame group, five protein bars were evaluated without video priming. The control group tasted the target sample only without any information. The implicit framework formed during the progress of exposure to various protein bar samples had a greater influence than explicit cues on the acceptance of the target. Promoting the nutritional and environmental merits of edible insects was not sufficient to improve the acceptability of the insect-incorporated protein bar. The liking decreased significantly with the inclusion of the commercial samples during the progress of sequential monadic serving.

Seven Ambiguities in Explaining the Human Memory System in the Principles of Neural Science Book

Memory is probably one of the most complex human cognitive functions, and in many years, thousands of studies have helped us better recognize this brain function. Professor Kandel and his colleagues have written one of the reference textbooks in neuroscience, which has also elaborated on the memory function. In this book, I encountered several ambiguities while explaining the memory system. Here, I share those points, either to find an answer to them or to let them be a suggestion for our future works. Professor Kandel has spent most of his meritorious lifetime studying the memory system; however, the brain is extremely complex, and as a result, we still have many years to comprehensively understand the neural mechanisms of brain functions.

Highlights

The human memory system is not yet well identified.Imaging studies are not able to locate the memory storage sites of the brain.Current theories cannot explain the huge amount of memory storage in the brain.Episodic memories of animals should be different with a human episodic memory?

Plain Language Summary

The human memory system is very complex, and we still have many questions on that. One of the questions is about the location of episodic memory storage in humans. Is that really happening in the brain? One other question is about studying the episodic memory in animals: do they really have an episodic memory similar to the humans? Prof. Kandel in his very valuable book has explained the memory system; however, many ambiguities are still unsolved. For example, the neuroimaging methods are nearly never able to speak of the site of memory "storage" in the brain, whereas many of their results are used as evidence for identifying the location of memory storage in the brain. Also, the hippocampus is emphasized to be responsible for the storage of episodic memories in animals, whereas a human whore hippocampus is resected is still able to retrieve his memories from before the surgery. As a result, we speculate that, despite all the very precious findings of Prof. Kandel, we still have to work in this field to reveal its mysteries.

Differences in the detail: Metacognition is better for seen than sensed changes to visual scenes

Metacognition is the process by which we know what we know. Knowing has both declarative and sensed components. Differences exist in the information that moves to our conscious awareness and how it is synthesised with existing knowledge. The current study measured metacognition by extending a visual change detection paradigm that promoted explicit or implicit detection by either a local or global manipulation of a scene. A within-subjects design was used to investigate how 91 participants detected change and made metacognitive judgements. Cognitive modelling, based on confidence judgements, estimated the relative contributions of discrete and continuous cognitive processes to change detection, and to metacognition. Metacognition was sensitive to both the discrete and continuous processes underlying change detection, but was more sensitive to the discrete process. These results demonstrate that metacognition attunes confidence differentially to explicit and implicit processes, and support direct-access theories for discrete processing and meta-representation theories for continuous processing.

Teaching module for obesity bias education: incorporating comprehensive competencies and innovative techniques

BACKGROUND

The majority of the United States population is overweight or obese, and obesity bias is frequently reported by patients. Obesity bias is associated with adverse health outcomes, even independent of body weight. Primary care residents are often sources of obesity bias towards patients with weight, yet education regarding obesity bias is significantly lacking in most family medicine residency teaching curricula. The aim of this study is to describe an innovative web-based module on obesity bias and discuss its impact in family medicine residents.

METHODS

The e-module was developed by an interprofessional team of health care students and faculty. It consisted of a 15-minute video containing five clinical vignettes that depicted instances of explicit and implicit obesity bias in a patient-centered medical home (PCMH) model. Family medicine residents viewed the e-module as part of a dedicated one-hour didactic on obesity bias. Surveys were administered prior to and following the viewing of the e-module. They assessed previous education on obesity care, comfort in working with patients with obesity, residents' understanding of their own biases in working with this population, and the anticipated impact of the module on future patient care.

RESULTS

A total of 83 residents from three family medicine residency programs viewed the e-module and 56 completed both the pre and post survey. There was a significant improvement in residents' comfort in working with patients with obesity as well as their understanding of their own biases.

CONCLUSION

This teaching e-module is a short, interactive, web-based educational intervention that is free and open-sourced. The first-person patient perspective allows learners to better understand the patient's point of view and its PCMH setting illustrates interactions with a variety of healthcare professionals. It was engaging and well received by family medicine residents. This module can begin the conversation around obesity bias, leading to improved patient care.

The distorted hand: systematic but 'independent' distortions in both explicit and implicit hand representations in young female adults

It has long been assumed that an accurate representation of the size and shape of one's body is necessary to successfully interact with the environment. Previous research has shown accurate representations when healthy participants make overt judgments (i.e. explicit) about the size of their bodies. However, when body size is judged implicitly, studies have shown systematic distortions. One suggestion for these differences, is that explicit and implicit representations are informed by different sensory modalities. Explicit representations rely on vision whereas implicit representations are informed by haptics. We designed an experiment to investigate if explicit representations that are informed by haptics are more like implicit representation featuring systematic distortions. We asked female participants to estimate the size of their fingers and hands in three different tasks: an explicit-haptic, an implicit, and an explicit-vision task. The results showed that all three representations were distorted and furthermore, the distortions for each representation were different from one another. These results suggest that inaccurate finger and hand length are a stereotypical feature of body representation that is present in both visual and haptic domains. We discuss the results in relation to theories of body representation.

adults

Sexual health risks are challenging to communicate given the potential negative reactions of target audiences to explicit language. Grounded in research on pathogen avoidance, the current study examined the impact of varying levels of explicit language on message perceptions and safe sex behavioral intentions. U.S. adults (N = 498) were randomly assigned to view messages detailing pandemic safe sexual behavior that contained either low or high levels of explicit language. High explicit language significantly increased perceived disgust which also indirectly linked high explicit language with increased intentions to engage in safe sex behavior. Individual difference variables moderated the impact of message explicitness; dispositional hygiene disgust moderated the impact of high explicit, hygiene-focused messages on safe sex intentions. Those with relatively low levels of dispositional disgust were more positively impacted by explicit language. The results suggest the value of increased message explicitness for sexual health communication and have implications for pathogen avoidance behaviors, the behavioral immune system, and dispositional and affective forms of disgust.

Additional cognitive load decreases performance but not adaptation to a visuomotor transformation

Dual-task paradigms are procedures for investigating interference with two tasks performed simultaneously. Studies that previously addressed dual-task paradigms within a visuomotor reaching task yielded mixed results. While some of the studies found evidence of cognitive interference, called dual-task costs, other studies did not. We assume that dual-task costs only manifest themselves within the explicit component of adaptation, as it involves cognitive resources for processing. We suspect the divergent findings to be due to the lack of differentiation between the explicit and implicit component. In this study, we aimed to investigate how a cognitive secondary task affects visuomotor adaptation overall and its different components, both during and after adaptation. In a series of posttests, we examined the explicit and implicit components separately. Eighty participants performed a center-outward reaching movement with a 30° cursor perturbation. Participants were either assigned to a single task group (ST) or a dual-task group (DT) with an additional auditory 1-back task. To further enhance our predicted effect of dual-task interference on the explicit component, we added a visual feedback delay condition to both groups (ST/DT_DEL). In the other condition, participants received visual feedback immediately after movement termination (ST/DT_NoDEL). While there were clear dual-task costs during the practice phase, there were no dual-task effects on any of the posttest measures. On one hand, our findings suggest that dual-task costs in visuomotor adaptation tasks can occur with sufficient cognitive demand, and on the other hand, that cognitive constraints may affect motor performance but not necessarily motor adaptation.

Improved proprioception does not benefit visuomotor adaptation

Visuomotor adaptation arises when reaching in an altered visual environment, where one's seen hand position does not match their felt (i.e., proprioceptive) hand position in space. Here, we asked if proprioceptive training benefits visuomotor adaptation, and if these benefits arise due to implicit (unconscious) or explicit (conscious strategy) processes. Seventy-two participants were divided equally into 3 groups: proprioceptive training with feedback (PTWF), proprioceptive training no feedback (PTNF), and Control (CTRL). The PTWF and PTNF groups completed passive proprioceptive training, where a participant's hand was moved to an unknown reference location and they judged the felt position of their unseen hand relative to their body midline on every trial. The PTWF group received verbal feedback with respect to their response accuracy on the middle 60% of trials, whereas the PTNF did not receive any feedback during training. The CTRL group did not complete proprioceptive training and instead sat quietly during this time. Following proprioceptive training or time delay, all three groups reached when seeing a cursor that was rotated 30° clockwise relative to their hand motion. The experiment ended with participants completing a series of no-cursor reaches to assess implicit and explicit adaptation. Results indicated that the PTWF group improved the accuracy of their sense of felt hand position following proprioceptive training. However, this improved proprioceptive acuity (i.e., the accuracy of their sense of felt hand) did not benefit visuomotor adaptation, as all three groups showed similar visuomotor adaptation across rotated reach training trials. Visuomotor adaptation arose implicitly, with minimal explicit contribution for all three groups. Together, these results suggest that passive proprioceptive training does not benefit, nor hinder, the extent of implicit visuomotor adaptation established immediately following reach training with a 30° cursor rotation.

Visual-auditory interactions on explicit and implicit information processing

Interactions among sensory information are important for generating a coherent percept of the external world. Facilitation and inhibition effects in cross-modal perception have been widely studied for decades. The present study tried to confirm the interaction effects between sensory information in a bimodal context and explore these influences when part of the sensory information was presented without participants' subjective awareness. A total of 40 undergraduate participants were recruited in this mixed design study. Participants were required to count the flashing of the black circle (visual task) or the presentation frequency of the beep sound (auditory task) with the presence of either congruent or incongruent sensory signals in the background. Participants in the explicit group generally performed more accurately and also faster with the congruent stimuli than with the incongruent stimuli. Performance accuracy in the visual task in the implicit group was affected by the non-target sound signals which were presented beneath participants' subjective awareness. The better performance yielded in the auditory task than in the visual task was explained by the appropriateness of the auditory stimulation to the task nature. In addition, the supportive findings regarding processing without awareness should be interpreted with caution.

Depressive symptoms in youth with ADHD: the role of impairments in cognitive emotion regulation

Youth with attention-deficit/hyperactivity disorder (ADHD) are at increased risk to develop co-morbid depression. Identifying factors that contribute to depression risk may allow early intervention and prevention. Poor emotion regulation, which is common in adolescents, is a candidate risk factor. Impaired cognitive emotion regulation is a fundamental characteristic of depression and depression risk in the general population. However, little is known about cognitive emotion regulation in youth with ADHD and its link to depression and depression risk. Using explicit and implicit measures, this study assessed cognitive emotion regulation in youth with ADHD (N = 40) compared to demographically matched healthy controls (N = 40) and determined the association with depressive symptomatology. As explicit measure, we assessed the use of cognitive emotion regulation strategies via self-report. As implicit measure, performance in an ambiguous cue-conditioning task was assessed as indicator of affective bias in the processing of information. Compared to controls, patients reported more frequent use of maladaptive (i.e., self-blame, catastrophizing, and rumination) and less frequent use of adaptive (i.e., positive reappraisal) emotion regulation strategies. This pattern was associated with the severity of current depressive symptoms in patients. In the implicit measure of cognitive bias, there was no significant difference in response of patients and controls and no association with depression. Our findings point to depression-related alterations in the use of cognitive emotion regulation strategies in youth with ADHD. The study suggests those alterations as a candidate risk factor for ADHD-depression comorbidity that may be used for risk assessment and prevention strategies.

Unique behavioral strategies in visuomotor learning: Hope for the non-learner

The existence of individual differences in motor learning capability is well known but the behaviors or strategies that contribute to this variability have been vastly understudied. What performance characteristics distinguish an expert level performer from individuals who experience little to no success, those labeled non-learners? We designed a rule-based visuomotor task which requires identification (discovery) and then exploitation of specific explicit and implicit task components that requires a specific movement pattern, the task rule, for goal achievement. When participants first attempt the task, they are informed about the goal, but are naïve to the task rule. Therefore, the purpose of this experiment is to determine how acquisition of both implicit and explicit task components, the inherent elements of the task rule, reveals differing strategies associated with performance and task success. We test the hypothesis that an examination of performance will reveal sub-groups with varying levels of success. Further, for each subgroup, we expect to find a unique relationship between visual Time-in-Target feedback (a measure of success) and subsequent updating of each task component. Out of 32 non-disabled adults, we identified three distinct sub-groups: (Low Performer/Non-Learner (LP, N = 9), Moderate Performer (MP, N = 12) and High Performer (HP, N = 11)). A quantitative analysis of behavioral patterns reveals three findings: First, the LP sub-group demonstrated significantly lower task success which was associated with difficulty identifying the explicit component of the task. Second, the HP sub-group acquired the two task components in parallel over practice. Third, when both explicit and implicit component performance is plotted across sub-groups, a task component continuum emerges that seamlessly progresses from low to moderate to high performer groups. An exploratory analysis reveals that self-reported level of prior lifetime accumulation of video game and physical activity experience is a significant predictor of individual task performance (R² = 0.50). In summary, what appears to be a key distinction between varying levels of human rule-based motor learning is the process by which feedback is used to update performance of inherent elements of the task rule. Evidence of a performance continuum and limited prior experience suggests that Low Performer/Non-Learners are generally inexperienced with these kinds of tasks, although the role of genetics and other innate learning capabilities in visuomotor learning is still largely unknown. These findings provoke new research directions toward probing the differential performance strategies associated with expertise and the development of interventions aimed to convert non-learners into learners.

Where does fear originate in the brain? A coordinate-based meta-analysis of explicit and implicit fear processing

Processing of fear is of crucial importance for human survival and it can generally occur at explicit and implicit conditions. It is worth noting that explicit and implicit fear processing produces different behavioral and neurophysiological outcomes. The present study capitalizes on the Activation Likelihood Estimation (ALE) method of meta-analysis to identify: (a) the "core" network of fear processing in healthy individuals; (b) common and specific neural activations associated with explicit and implicit processing of fear. Following PRISMA guidelines, a total of 92 fMRI and PET studies were included in the meta-analysis. The overall analysis show that the core fear network comprises the amygdala, pulvinar, and fronto-occipital regions. Both implicit and explicit fear processing activated amygdala, declive, fusiform gyrus, and middle frontal gyrus, suggesting that these two types of fear processing share a common neural substrate. Explicit fear processing elicited more activations at the pulvinar and parahippocampal gyrus, suggesting visual attention/orientation and contextual association play important roles during explicit fear processing. In contrast, implicit fear processing elicited more activations at the cerebellum-amygdala-cortical pathway, indicating an 'alarm' system underlying implicit fear processing. These findings have shed light on the neural mechanism underlying fear processing at different levels of awareness.

Brain activation patterns during visuomotor adaptation in motor experts and novices: An FDG PET study with unrestricted movements

BACKGROUND

Speed of performance improvements and the strength of memory consolidation in humans vary with movement expertise. Underlying neural mechanisms of behavioural differences between levels of movement expertise are so far unknown.

NEW METHOD

In this study, PET with [¹⁸F]fluorodeoxyglucose (FDG) was proposed as a powerful novel methodology to assess learning-related brain activity patterns during large non-restricted movements (ball throwing with a right hand). 24 male handball players ('Experts') and 24 male participants without handball experience ('Novices') performed visuomotor adaptations to prismatic glasses with or without strategic manoeuvres (i.e., explicit or implicit adaptation).

RESULTS

Regional changes in FDG uptake as a marker of neuronal activity, relative to a control condition, were assessed. Prismatic adaptation, in general, was associated with decreased occipital neuronal activity as a possible response to misleading visual information. In 'Experts', the adaptation was associated with altered neuronal activity in a network comprising the right parietal cortex and the left cerebellum. In 'Novices', implicit adaptation resulted in an activation of the middle frontal and inferior temporal gyrus.

COMPARISON WITH EXISTING METHODS

This study demonstrates the versatility of FDG PET for studying brain activations patterns in experimental settings with unrestricted movements that are not accessible by other techniques (e.g., fMRI or EEG).

CONCLUSIONS

Observed results are consistent with the involvement of different functional networks related to strategic manoeuvres and expertise levels. This strengthens the assumption of different mechanisms underlying behavioural changes associated with movement expertise. Furthermore, the present study underscores the value of FDG PET for studying brain activation patterns during unrestricted movements.

Gradually learning to increase gait propulsion in young unimpaired adults

Distorted visual feedback (DVF) may employ both implicit and explicit approaches to enhance motor learning. Our purpose was to test the effect of DVF of gait propulsion on the capacity to alter propulsive forces, and to determine the biomechanical determinants of propulsion. Seventeen young unimpaired individuals walked for three minutes of baseline (no feedback), then completed three randomly ordered, 10-minute Learning conditions: Real, 10DVF, and 20DVF. During the DVF conditions, we gradually decreased the feedback value without the participants' knowledge. For all Learning conditions, participants were instructed to maintain the propulsive force between two targets representing ±1 standard deviation as obtained from baseline. A one-minute retention trial without any feedback was performed immediately after Learning. Participants increased propulsive forces and trailing limb angle in both DVF conditions that persisted through retention; however, no change in ankle plantarflexion moment was noted. These findings offer promise of translation to clinical populations with propulsion deficits and require combined implicit and explicit learning components.

An exploratory mixed methods approach to implicit and explicit identification with non-suicidal self-injury

BACKGROUND AND OBJECTIVES

Identification with non-suicidal self-injury (NSSI) is uniquely related to NSSI behavior and predicts future NSSI. This exploratory, mixed methods study used implicit and explicit approaches to further understanding of NSSI identity.

METHODS

Participants included 15 treatment-seeking adults (60% female, 87% Caucasian) with lifetime NSSI. Participant age ranged from 19 to 38 years (M = 25.33, SD = 6.10). Implicit tasks were completed at two time points in a test-retest design, followed by a qualitative interview.

RESULTS

Qualitative data suggest that explicit NSSI identity is relevant to some individuals with NSSI history. Mixed methods analyses indicate that individuals who explicitly identify with NSSI have stronger implicit NSSI identities than those who do not, and report more methods of NSSI on average.

LIMITATIONS

Results are novel, although exploratory in nature due to the sample size, and may not be generalizable to non-clinical samples or individuals currently engaging in NSSI.

CONCLUSIONS

Individuals with stronger explicit identity evidence higher implicit identity scores, suggesting a potential higher risk profile for future NSSI. This study offers further support for the value of including both implicit and explicit assessment of NSSI identity in risk assessment.

The Cerebellum and Implicit Sequencing: Evidence from Cerebellar Ataxia

The cerebellum recognizes sequences from prior experiences and uses this information to generate internal models that predict future outcomes in a feedforward manner [Front Hum Neurosci 8: 475, 2014; Cortex 47: 137-44, 2011; Cerebellum 7: 611-5, 2008; J Neurosci 26: 9107-16, 2006]. This process has been well documented in the motor domain, but the cerebellum's role in cognitive sequencing, within the context of implicit versus explicit processes, is not well characterized. In this study, we tested individuals with cerebellar ataxia and healthy controls to clarify the role of the cerebellum sequencing using variations on implicit versus explicit and motor versus cognitive demands across five experiments. Converging results across these studies suggest that cerebellar feedforward mechanisms may be necessary for sequencing in the implicit domain only. In the ataxia group, rhythmic tapping, rate of motor learning, and implicit sequence learning were impaired. However, for cognitive sequencing that could be accomplished using explicit strategies, the cerebellar group performed normally, as though they shifted to extra-cerebellar mechanisms to compensate. For example, when cognitive and motor functions relied on cerebellar function simultaneously, the ataxia group's motor function was unaffected, in contrast to that of controls whose motor performance declined as a function of cognitive load. These findings indicated that the cerebellum is not critical for all forms of sequencing per se. Instead, it plays a fundamental role for sequencing within the implicit domain, whether functions are motor or cognitive. Moreover, individuals with cerebellar ataxia are generally able to compensate for cognitive sequencing when explicit strategies are available in order to preserve resources for motor function.

Do Implicit and Explicit Racial Biases Influence Autism Identification and Stigma? An Implicit Association Test Study

Are implicit and explicit biases related to ASD identification and/or stigma? College students (N = 493) completed two IATs assessing implicit stigma and racial biases. They evaluated vignettes depicting a child with ASD or conduct disorder (CD) paired with a photo of a Black or White child. CD was more implicitly and explicitly stigmatized than ASD. Accurately identifying ASD was associated with reduced explicit stigma; identifying CD led to more stigma. Participants who identified as White implicitly associated the White child with ASD and the Black child with CD. A trend in the reverse direction was observed among Black participants. Implicit and explicit biases were unrelated. Findings highlight a need for trainings to ameliorate biases favoring one's in-group.

Monkey Metacognition Could Generate More Insight

Monkeys demonstrate metacognition by avoiding memory tests when they forget, seeking information when ignorant, and gambling sensibly after making judgments. Some of this metacognition appears to be based on introspection of private mental states. It is likely that nonhuman cognitive systems, like human systems, differ in accessibility to such introspective metacognition, and the extent to which differences in access map to explicit and implicit cognition will be an important topic for future work. It will be exciting to learn more about the distribution of metacognition among species, and the conditions under which metacognition evolves.

Explicit and implicit motor sequence learning in children and adults; the role of age and visual working memory

This study investigated explicit and implicit motor learning, and the influence of visual working memory (VWM) and age. Sixty children and 28 adults learned a nine-button sequence task explicitly and implicitly. Performance in explicit and implicit learning improved with age. Learning curves were similar across ages for implicit learning. In explicit learning, learning curves differed across ages: younger children started slower, but their learning rate was higher compared to older children. Learning curves were similar across VWM scores, but performance in explicit learning was positively influenced by VWM scores. Further research and implications for education and rehabilitation are discussed.

FT-IR study and solvent-implicit and explicit effect on stepwise tautomerism of Guanylurea: M06-2X as a case of study

All 66 conformers of guanylurea were optimized and frequency calculations were performed at M06-2X/6-311++G(d,p) level of theory. Theses conformers were categorized into five tautomers, and the most stable conformer of each tautomer were found. Geometrical parameters indicated that these tautomers have almost planar structure. Complete stepwise tautomerism were studied through both intramolecular proton transfer routs and internal rotations. Results indicated that the proton transfer routs involving four-membered heterocyclic structures were rate-determining steps. Also, intramolecular proton movement having six-membered transition state structures had very low energy barrier comparable to the transition states of internal rotation routs. Differentiation of studied tautomers could easily be done through their FT-IR spectra in the range of 3200 to 3900cm^-1 by comparing absorption bands and intensity of peaks. Solvent-implicit effects on the stability of tautomers were also studied through re-optimization and frequency calculation in four solvents. Water, DMSO, acetone and toluene had stabilization effect on all considered tautomers, but the order of stabilization effect was as follows: water>DMSO>acetone>toluene. Finally, solvent-explicit, base-explicit and acid-explicit effect were also studied by taking place of studied tautomer nearside of acid, base or solvent and optimization of them. Frequency calculation for proton movement by contribution of explicit effect showed that formic acid had a very strong effect on proton transfer from tautomer A1 to tautomer D8 by lowering the energy barrier from 42.57 to 0.8kcal/mol. In addition, ammonia-explicit effect was found to lower the barrier from 42.57 to 22.46kcal/mol, but this effect is lower than that of water and methanol-explicit effect.

Distinct neural engagement during implicit and explicit regulation of negative stimuli

Neuroimaging research has characterized underlying neural mechanisms of attentional control and cognitive reappraisal, common implicit and explicit forms of emotion regulation, respectively. This research suggests attentional control and reappraisal may engage similar midline and lateral areas in the prefrontal cortex (PFC); however, findings are largely based on separate studies. Therefore, the extent to which mechanisms of implicit versus explicit regulation are independent or overlapping is not clear. In the current study, 49 healthy participants completed well-validated implicit and explicit regulation tasks in the form of attentional control and cognitive reappraisal during functional magnetic resonance imaging. During implicit regulation, participants identified a target letter in a string of letters superimposed on threatening faces. To manipulate attentional control, the letter string either consisted of all targets ('Threat Low' perceptual load), or was embedded among non-target letters ('Threat High' perceptual load). During cognitive reappraisal, participants were shown aversive images and instructed to use a cognitive approach to down-regulate negative affect ('Reappraise') or to naturally experience emotions without altering them ('Look-Negative'). Order of administration of tasks was counterbalanced across participants. Whole-brain results regarding frontal activity showed ventromedial PFC/rostral anterior cingulate cortex was recruited during Threat Low > Threat High. In contrast, Reappraise > Look-Negative resulted in engagement of the dorsolateral PFC, ventrolateral PFC and dorsomedial PFC. In addition, results showed no relationship between accuracy during attentional control and self-reported negative affect during cognitive reappraisal. Results indicate attentional control in the context of threat distractors and the reappraisal of negative images are supported by discrete, non-overlapping neurocircuitries.

Oxytocin blurs the self-other distinction implicitly but not explicitly

Previous research has shown an inconsistent pattern of how oxytocin (OT) affects the distinction between self and others: whereas one line of studies has revealed that OT blurs the self-other distinction, other studies have not. In an attempt to solve these inconsistencies, we hypothesized that OT blurs the boundary between self and other implicitly but not explicitly. To test this assumption, we used two experimental approaches. After participants intranasally self-administered OT or placebo, they were eye-tracked while conducting a prediction task (Study 1) or they were video-recorded while conducting a distraction task with a human counterpart (Study 2). The findings confirmed the hypothesis. People usually show a distinct eye movement pattern when making self and other predictions. OT changed this pattern: the eye movement behavior during other predictions approached the eye movement behavior during selfpredictions under OT in Study 1. In Study 2, OT made the participants to mimic their confederates' mannerisms more strongly, displaying a behavioral self-other merge. Importantly, these incidents of self-other blurring only emerged implicitly. In Study 1, conscious likelihood estimates sharply differentiated between other and selfpredictions, and participants in Study 2 were not aware of mimicking the others' behaviors. Thus, a self-other merge did not occur explicitly. These findings provide some insights into recent inconsistencies of OT research and add to the understanding of the nonapeptide itself.

Two Models of Moral Judgment

This paper compares two theories and their two corresponding computational models of human moral judgment. In order to better address psychological realism and generality of theories of moral judgment, more detailed and more psychologically nuanced models are needed. In particular, a motivationally based theory of moral judgment (and its corresponding computational model) is developed in this paper that provides a more accurate account of human moral judgment than an existing emotion-reason conflict theory. Simulations based on the theory capture and explain a range of relevant human data. They account not only for the original data that were used to support the emotion-reason conflict theory, but also for a wider range of data and phenomena.

Explicit instruction of rules interferes with visuomotor skill transfer

In the present study, we examined the effects of explicit knowledge, obtained through instruction or spontaneous detection, on the transfer of visuomotor sequence learning. In the learning session, participants learned a visuomotor sequence, via trial and error. In the transfer session, the order of the sequence was reversed from that of the learning session. Before the commencement of the transfer session, some participants received explicit instruction regarding the reversal rule (i.e., Instruction group), while the others did not receive any information and were sorted into either an Aware or Unaware group, as assessed by interview conducted after the transfer session. Participants in the Instruction and Aware groups performed with fewer errors than the Unaware group in the transfer session. The participants in the Instruction group showed slower speed than the Aware and Unaware groups in the transfer session, and the sluggishness likely persisted even in late learning. These results suggest that explicit knowledge reduces errors in visuomotor skill transfer, but may interfere with performance speed, particularly when explicit knowledge is provided, as opposed to being spontaneously discovered.

Decreased response inhibition to sad faces during explicit and implicit tasks in females with depression: Evidence from an event-related potential study

The present study aimed to investigate neural substrates of response inhibition to sad faces across explicit and implicit tasks in depressed female patients. Event-related potentials were obtained while participants performed modified explicit and implicit emotional go/no-go tasks. Compared to controls, depressed patients showed decreased discrimination accuracy and amplitudes of original and nogo-go difference waves at the P3 interval in response inhibition to sad faces during explicit and implicit tasks. P3 difference wave were positively correlated with discrimination accuracy and were independent of clinical assessment. The activation of right dorsal prefrontal cortex was larger for the implicit than for the explicit task in sad condition in health controls, but was similar for the two tasks in depressed patients. The present study indicated that selectively impairment in response inhibition to sad faces in depressed female patients occurred at the behavior inhibition stage across implicit and explicit tasks and may be a trait-like marker of depression. Longitudinal studies are required to determine whether decreased response inhibition to sad faces increases the risk for future depressive episodes so that appropriate treatment can be administered to patients.

Implicit and explicit motor sequence learning in children born very preterm

BACKGROUND

Motor skills can be learned explicitly (dependent on working memory (WM)) or implicitly (relatively independent of WM). Children born very preterm (VPT) often have working memory deficits. Explicit learning may be compromised in these children.

AIMS

This study investigated implicit and explicit motor learning and the role of working memory in VPT children and controls.

METHODS

Three groups (6-9 years) participated: 20 VPT children with motor problems, 20 VPT children without motor problems, and 20 controls. A nine button sequence was learned implicitly (pressing the lighted button as quickly as possible) and explicitly (discovering the sequence via trial-and-error).

RESULTS

Children learned implicitly and explicitly, evidenced by decreased movement duration of the sequence over time. In the explicit condition, children also reduced the number of errors over time. Controls made more errors than VPT children without motor problems. Visual WM had positive effects on both explicit and implicit performance.

CONCLUSION

VPT birth and low motor proficiency did not negatively affect implicit or explicit learning. Visual WM was positively related to both implicit and explicit performance, but did not influence learning curves. These findings question the theoretical difference between implicit and explicit learning and the proposed role of visual WM therein.

Distinct developmental trajectories for explicit and implicit timing

Adults and children aged 5 and 8years were given explicit and implicit timing tasks. These tasks were based on the same temporal representation (the temporal interval between two signals), but in the explicit task participants received overt instructions to judge the duration of the interval, whereas in the implicit task they did not receive any temporal instructions and were asked only to press as quickly as possible after the second signal. In addition, participants' cognitive capacities were assessed with different neuropsychological tests. The results showed that temporal variability (i.e., the spread of performance around the reference interval) decreased as a function of age in the explicit task, being higher in the 5-year-olds than in the 8-year-olds and adults. The higher variability in the youngest children was directly linked to their limited cognitive capacity. By contrast, temporal variability in the implicit timing task remained constant across the different age groups and was unrelated to cognitive capacity. Processing of time, therefore, was independent of age in the implicit task but changed with age in the explicit task, thereby demonstrating distinct developmental trajectories for explicit and implicit timing.

Implicit and explicit drinker identities interactively predict in-the-moment alcohol placebo consumption

Introduction

Having an identity as a ‘drinker’ has been linked to increased alcohol-related harm, self-reported consumption and self-reported intention to engage in risky drinking behavior. These effects have been observed when identities have been measured using explicit measures (e.g. via questionnaires) and implicitly (e.g. using Implicit Association Tests [IATs] adapted to measure identity). Little research has used actual behavioral measures to measure alcohol consumption in-the-moment, nor compared the effects of implicit and explicit identities directly.

Methods

Participants' (n = 40) implicit and explicit identities associated with being a drinker were measured. Attitudes towards one's own drinking were measured explicitly. Participants completed a Pouring Taste Preference Task [PTPT] involving the consumption and rating of non-alcoholic wine. This provided a behavioral measure of intention (pouring), a behavioral measure of consumption and a measure of the implementation of intention into behavior.

Results

Results showed an interactive effect of implicit and explicit identities on attitudes and behavior. Explicit identities predicted attitudes towards drinking, but not behavior. Neither identity predicted the amount poured. Implicit identities predicted the amount consumed. A greater proportion of wine poured was predicted by higher implicit identities when explicit identities were absent.

Conclusion

These results suggest that explicit identities may be associated more with those beliefs about drinking that one is aware of than behavioral intention. In addition, explicit identities may not predict behavioral enactment well. Implicit identity shows effects on actual behavior and not behavioral intention. Together this highlights the differential influence of reflective (explicit) and impulsive (implicit) identity in-the-moment behavior.

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Implicit drinker identity is linked with self-reported past usage and intentions.

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Study compares implicit/explicit identity effects on attitudes and actual behavior.

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Implicit identities predicted drinking behavior but not attitudes to own drinking.

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When explicit identities are low, behavior is predicted by implicit identity.

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Findings suggest that implicit/explicit identities may sometimes differ in their effects.

Explicit numerical solutions of a microbial survival model under nonisothermal conditions

Differential equations used to describe the original and modified Geeraerd models were, respectively, simplified into an explicit equation in which the integration of the specific inactivation rate with respect to time was numerically approximated using the Simpson's rule. The explicit numerical solutions were then used to simulate microbial survival curves and fit nonisothermal survival data for identifying model parameters in Microsoft Excel. The results showed that the explicit numerical solutions provided an easy way to accurately simulate microbial survival and estimate model parameters from nonisothermal survival data using the Geeraerd models.

Impacts of visuomotor sequence learning methods on speed and accuracy: Starting over from the beginning or from the point of error

The present study examined whether sequence learning led to more accurate and shorter performance time if people who are learning a sequence start over from the beginning when they make an error (i.e., practice the whole sequence) or only from the point of error (i.e., practice a part of the sequence). We used a visuomotor sequence learning paradigm with a trial-and-error procedure. In Experiment 1, we found fewer errors, and shorter performance time for those who restarted their performance from the beginning of the sequence as compared to those who restarted from the point at which an error occurred, indicating better learning of spatial and motor representations of the sequence. This might be because the learned elements were repeated when the next performance started over from the beginning. In subsequent experiments, we increased the occasions for the repetitions of learned elements by modulating the number of fresh start points in the sequence after errors. The results showed that fewer fresh start points were likely to lead to fewer errors and shorter performance time, indicating that the repetitions of learned elements enabled participants to develop stronger spatial and motor representations of the sequence. Thus, a single or two fresh start points in the sequence (i.e., starting over only from the beginning or from the beginning or midpoint of the sequence after errors) is likely to lead to more accurate and faster performance.

Implicit emotion perception in schizophrenia

Explicit but not implicit facial emotion perception has been shown to be impaired in schizophrenia. In this study, we used newly developed technology in social neuroscience to examine implicit emotion processing. It has been shown that when people look at faces, they automatically infer social traits, and these trait judgments rely heavily on facial features and subtle emotion expressions even with neutral faces. Eighty-one individuals with schizophrenia or schizoaffective disorder and 62 control subjects completed a computer task with 30 well-characterized neutral faces. They rated each face on 10 trait judgments: attractive, mean, trustworthy, intelligent, dominant, fun, sociable, aggressive, emotionally stable and weird. The degree to which trait ratings were predicted by objectively-measured subtle emotion expressions served as a measure of implicit emotion processing. Explicit emotion recognition was also examined. Trait ratings were significantly predicted by subtle facial emotional expressions in controls and patients. However, impairment in the implicit emotion perception of fear, happiness, anger and surprise was found in patients. Moreover, these deficits were associated with poorer everyday problem-solving skills and were relatively independent of explicit emotion recognition. Implicit emotion processing is impaired in patients with schizophrenia or schizoaffective disorder. Deficits in implicit and explicit emotion perception independently contribute to the patients' poor daily life skills. More research is needed to fully understand the role of implicit and explicit processes in the functional deficits of patients, in order to develop targeted and useful remediation interventions.

The nature of impairments of memory in patients with end-stage renal disease (ESRD)

Possible impairments of memory in end-stage renal disease (ESRD) were investigated in two experiments. In Experiment 1, in which stimulus words were presented visually, participants were tested on conceptual or perceptual memory tasks, with retrieval being either explicit or implicit. Compared with healthy controls, ESRD patients were impaired when memory required conceptual but not when it required perceptual processing, regardless of whether retrieval was explicit or implicit. An impairment of conceptual implicit memory (priming) in the ESRD group represented a previously unreported deficit compared to healthy aging. There were no significant differences between pre- and immediate post-dialysis memory performance in ESRD patients on any of the tasks. In Experiment 2, in which presentation was auditory, patients again performed worse than controls on an explicit conceptual memory task. We conclude that the type of processing required by the task (conceptual vs. perceptual) is more important than the type of retrieval (explicit vs. implicit) in memory failures in ESRD patients, perhaps because temporal brain regions are more susceptible to the effects of the illness than are posterior regions.

A compensatory role for declarative memory in neurodevelopmental disorders

Most research on neurodevelopmental disorders has focused on their abnormalities. However, what remains intact may also be important. Increasing evidence suggests that declarative memory, a critical learning and memory system in the brain, remains largely functional in a number of neurodevelopmental disorders. Because declarative memory remains functional in these disorders, and because it can learn and retain numerous types of information, functions, and tasks, this system should be able to play compensatory roles for multiple types of impairments across the disorders. Here, we examine this hypothesis for specific language impairment, dyslexia, autism spectrum disorder, Tourette syndrome, and obsessive-compulsive disorder. We lay out specific predictions for the hypothesis and review existing behavioral, electrophysiological, and neuroimaging evidence. Overall, the evidence suggests that declarative memory indeed plays compensatory roles for a range of impairments across all five disorders. Finally, we discuss diagnostic, therapeutic and other implications.

Learning of writing letter-like sequences in children with physical and multiple disabilities

This study compared implicit and explicit learning instructions in hand writing. Implicit learning is the ability to acquire a new skill without a corresponding increase in knowledge about the skill. In contrast, explicit learning uses declarative knowledge to build up a set of performance rules that guide motor performance or skills. Explicit learning is dependent on working memory, implicit learning is not. Therefore, implicit learning was expected to be easier than explicit learning in children in special education, given their expected compromised working memory. Two groups of children (5-12 years) participated, children in special education with physical or multiple disabilities (study group, n=22), and typically developing controls (n=32). Children learned to write letter-like patterns on a digitizer by tracking a moving target (implicitly) and verbal instruction (explicitly). We further tested visual working memory, visual-motor integration, and gross manual dexterity. Learning curves were similar for both groups in both conditions; children in the study group did learn both implicitly and explicitly. Motor performance was related to the writing task. In contrast to our hypothesis, visual working memory was not an important factor in the explicit condition. These results shed new light on the conceptual difference between implicit and explicit learning, and the role of working memory therein.

Effects of explicit teacher-implemented phoneme awareness instruction in 4-year-olds

The purpose of this study was to determine whether gains would be observed in an integrated group of 4-year-olds when phoneme awareness skills were explicitly taught by trained early childhood educators. In a quasi-experimental design with a delayed treatment approach, one classroom (N = 14) was randomly assigned to receive the instructional program in fall, while a second classroom (N = 10) served as a control and subsequently received the program in spring. Baseline assessment of speech and language skills indicated there were four participants with speech and/or language impairments. The teacher training involved an initial workshop and weekly hour-long mentoring meetings; the program was provided for 20 min a day, 4 d a week, for 10 weeks. Outcome measures of phoneme awareness and letter knowledge skills were obtained from non-standardized tasks administered pre-instruction and post-instruction, at mid-year and end-year points. When each classroom received the phoneme instruction, participants made gains in letter knowledge and phoneme level skills in comparison with group performance under regular instruction. These gains were statistically significant for phoneme blending and letter knowledge. Using an aggregate of all outcome measures, the gain for each classroom when under instruction was statistically significant as compared with when that same classroom was receiving the regular curriculum. Children with speech and/or language impairment responded more variably. Gains in the more difficult phoneme awareness skill of blending suggest the potential for marked change with an intensive, explicit classroom instruction and hold promise for SLPs collaborating with preschool teachers to provide time-efficient PA instruction.