The ecological validity of MET was favourable in sitting implicit sequence learning consciousness by eyes closed and eyes open resting states fMRI

Jianxin Zhang,Antao Chen,Xiangpeng Wang,Dianzhi Liu,Didi Zhang

doi:10.1038/s41598-021-92616-y

Abstract

The current study made participants sit to complete both the implicit sequence learning and the inclusion/exclusion tasks with the latter just after the former, and used eyes-closed and eyes-open resting states fMRI and their difference to test the ecological validity of the mutually exclusive theory (MET) in implicit-sequence-learning consciousness. (1) The behavioral and neuroimaging data did not support the process dissociation procedure, but did fit well with the MET. The correct inclusion-task response and the incorrect exclusion-task response were mutually exclusive with each other. The relevant brain areas of the two responses were either different or opposite in the eyes-closed and eyes-open resting-states and their difference. (2) ALFFs in eyes-closed and eyes-open resting-states and their difference were diversely related to the four MET knowledge in implicit sequence learning. The relevant brain areas of the four MET knowledge in the eyes-closed and eyes-open resting-state were the cerebral cortex responsible for vision, attention, cognitive control and consciousness, which could be called the upper consciousness network, and there were more relevant brain areas in the eyes-open resting-state than in the eye-closed resting-state.The relevant brain areas in ALFFs-difference were the subcortical nucleus responsible for sensory awareness, memory and implicit sequence learning, which could be called the lower consciousness network. ALFFs-difference could predict the four MET knowledge as a quantitative transition sensitivity index from internal feeling to external stimulus. (3) The relevant resting-state brain areas of the four MET knowledge were either different (for most brain areas, if some brain areas were related to one MET knowledge, they were not related to the other three MET knowledge) or opposite (for some brain areas, if some brain areas were positively related to one MET knowledge, they were negatively related to other MET knowledge). With the participants' control/consciousness level increasing from no-acquisition to controllable knowledge step by step, the positively relevant resting-state brain areas of the four MET knowledge changed from some consciousness network and the motor network, to some consciousness network and the implicit learning network, and then to some consciousness network; and the negatively relevant resting-state brain areas of the four MET knowledge changed from some consciousness network and visual perception network, to some consciousness network, then to some consciousness network and the motor network, and then to some consciousness network, the implicit learning network, and the motor network. In conclusion, the current study found the ecological validity of the MET was good in sitting posture and eyes-closed and eyes-open resting-states, ALFFs in eyes-closed and eyes-open resting-states and their difference could predict the four MET knowledge diversely, and the four MET knowledge had different or opposite relevant resting-state brain areas.

Highlights

Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing 400715, China. 5These authors contributed : Jianxin Zhang and Xiangpeng Wang. *email: Scientific Reports | (2021) 11:13396
With the participants’ control/consciousness level increasing from no-acquisition to controllable knowledge step by step, the positively relevant resting-state brain areas of the four mutually exclusive theory (MET) knowledge changed from some consciousness network and the motor network, to some consciousness network and the implicit learning network, and to some consciousness network; and the negatively relevant resting-state brain areas of the four MET knowledge changed from some consciousness network and visual perception network, to some consciousness network, to some consciousness network and the motor network, and to some consciousness network, the implicit learning network, and the motor network
All relevant brain areas of the four MET knowledge were different or opposite, that is, if some brain areas were related to one MET knowledge, they were not related to the other three MET knowledge, and if some brain areas were positively related to one MET knowledge, they were negatively related to other MET knowledge, which means that the four MET knowledge were independent or competitive from each other in relevant brain areas[33]

Summary

Introduction

Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing 400715, China. 5These authors contributed : Jianxin Zhang and Xiangpeng Wang. *email: Scientific Reports | (2021) 11:13396. Most neuroimaging studies used the dichotomy to explore sequence learning consciousness: Explicit sequence learning was defined as a conscious activity and implicit sequence learning as an unconscious activity. Compared with explicit sequence learning, implicit-sequence-learning consciousness goes through the process of consciousness generation from unconsciousness and upgrading. When unconscious knowledge became conscious in implicit sequence learning, functional connectivity between the right ventrolateral prefrontal cortex and ventral striatum e xisted. When unconscious knowledge became conscious in implicit sequence learning, functional connectivity between the right ventrolateral prefrontal cortex and ventral striatum e xisted22–23 These studies did not generate a continuous scale to quantify consciousness too

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