Implicit Learning Research Articles

A neurocognitive pathway for engineering artificial touch.

Artificial haptics has the potential to revolutionize the way we integrate physical and virtual technologies in our daily lives, with implications for teleoperation, motor skill acquisition, rehabilitation, gaming, interpersonal communication, and beyond. Here, we delve into the intricate interplay between the somatosensory system and engineered haptic inputs for perception and action. We critically examine the sensory feedback's fidelity and the cognitive demands of interfacing with these systems. We examine how artificial touch interfaces could be redesigned to better align with human sensory, motor, and cognitive systems, emphasizing the dynamic and context-dependent nature of sensory integration. We consider the various learning processes involved in adapting to artificial haptics, highlighting the need for interfaces that support both explicit and implicit learning mechanisms. We emphasize the need for technologies that are not only physiologically biomimetic but also behaviorally and cognitively congruent with the user, affording a range of alternative solutions to users' needs.

Assessing serial recall as a measure of artificial grammar learning

IntroductionImplicit statistical learning is, by definition, learning that occurs without conscious awareness. However, measures that putatively assess implicit statistical learning often require explicit reflection, for example, deciding if a sequence is ‘grammatical’ or ‘ungrammatical’. By contrast, ‘processing-based’ tasks can measure learning without requiring conscious reflection, by measuring processes that are facilitated by implicit statistical learning. For example, when multiple stimuli consistently co-occur, it is efficient to ‘chunk’ them into a single cognitive unit, thus reducing working memory demands. Previous research has shown that when sequences of phonemes can be chunked into ‘words’, participants are better able to recall these sequences than random ones. Here, in two experiments, we investigated whether serial visual recall could be used to effectively measure the learning of a more complex artificial grammar that is designed to emulate the between-word relationships found in language.MethodsWe adapted the design of a previous Artificial Grammar Learning (AGL) study to use a visual serial recall task, as well as more traditional reflection-based grammaticality judgement and sequence completion tasks. After exposure to “grammatical” sequences of visual symbols generated by the artificial grammar, the participants were presented with novel testing sequences. After a brief pause, participants were asked to recall the sequence by clicking on the visual symbols on the screen in order.ResultsIn both experiments, we found no evidence of artificial grammar learning in the Visual Serial Recall task. However, we did replicate previously reported learning effects in the reflection-based measures.DiscussionIn light of the success of serial recall tasks in previous experiments, we discuss several methodological factors that influence the extent to which implicit statistical learning can be measured using these tasks.

The cerebellum is involved in implicit motor sequence learning

BackgroundImplicit motor sequence learning (IMSL) is a cognitive function that allows us to execute multiple movements in a specific sequential order and plays a crucial role in our daily functional activities. Although the role of the basal ganglia network in IMSL is well-established, the exact involvement of the cerebellar network is less clear.AimHere, we aimed to address this issue by investigating the effects of cerebellar transcranial direct-current stimulation (tDCS) on IMSL.MethodsIn this sham-controlled, crossover study in 45 healthy young adults, we used mixed-effects models to analyze sequence-specific (primary outcome) and general learning effects (secondary outcome) in the acquisition (during tDCS), short- (five minutes post-tDCS) and long-term consolidation (one week post-tDCS) phases of IMSL, as measured by the serial reaction time (SRT) task.ResultsAnalyses based on response times (RTs) revealed that anodal tDCS over the cerebellum significantly increased sequence-specific learning during acquisition, compared to sham (anodal: M = 38.24 ms, sham: M = 26.78 ms, p = 0.032); did not affect general learning; and significantly slowed overall RTs (anodal: M = 362.03 ms, sham: M = 356.37 ms, p = 0.049). Accuracy-based analyses revealed that anodal tDCS reduced the probability of correct responses occurring in random trials versus sequential trials by 1.17%, p = 0.009, whereas sham tDCS had no effect, p = 0.999.ConclusionOur finding of enhanced sequence-specific learning, but not general learning, suggests that the cerebellar network not only plays a role in error correction processes, but also serves a sequence-specific function within the integrated motor learning network that connects the basal ganglia and cerebellum.

Effect of Implicit Learning Methods With the External Focus of Attention on Bowling Skills in Children With Autism Spectrum Disorder: A Randomized Control Trial Study.

The aim of the current study was to compare implicit learning methods with an emphasis on the external focus of attention on bowling skill in autistic children. Twenty children with autism spectrum disorder (ASD) were selected. After the participants were randomly divided into two groups, the pretest was performed, evaluating the participants both quantitatively (score of bowling pins falling) and qualitatively (TGMD3 subscale test of underhand ball throwing). Group A was trained using the errorless learning method with the external focus of attention, while Group B was trained using the analogical learning method with the external focus of attention. The results showed that analogical learning with the external focus of attention has significant effects (p≤0.05) on both bowling and underhand ball-throwing skills in autistic children. Errorless learning with external focus of attention, on the other hand, had a significant effect (p≤0.05) on the bowling skill. The results of the research showed that analogical learning with an external focus of attention can be effective in developing both bowling skill and underhand ball-throwing skill in children with ASD; however, errorless learning with an external focus of attention was useful in developing bowling skill and failed to show a significant effect on enhancing the underhand ball-throwing skill in children diagnosed with ASD. IRCT20220920056007N1.

Subliminal priming modulates motor sequence learning.

Sequential behaviour is underpinned by the selection and inhibition of movement at appropriate points in space and time. Sequences embedded among movement patterns must be learnt, yet the contribution of response selection and inhibition to the acquisition of motor sequences remains poorly understood. We addressed this issue by overlaying the serial reaction time task (SRTT) with subliminal masked primes that differentially weighed response tendencies. In Experiment 1, twenty-four healthy young adults, and in Experiment 2, thirty-six participants, performed the SRTT with congruent (same position), incongruent (different position), or neutral (no prime) subliminal masked primes. Each condition featured an embedded eight-digit (Experiment 1) or ten-digit (Experiment 2) second-order sequence, with conditions presented in counterbalanced order during a single session. Sequence specific learning was observed under neutral and congruent prime conditions. Independent of sequence awareness, congruent primes reduced initial response latency and led to greater sequence specific learning compared with neutral primes. However, incongruent primes appeared to attenuate learning (Experiment 1). These results demonstrate that prime congruency modulates sequence specific learning below the threshold of conscious awareness. Congruent primes may elevate the salience of stimulus-response compounds and accentuate learning, but at the cost of increased awareness. Incongruent primes, and the induction of response conflict, attenuate sequence specific learning (Experiment 1) and may prevent the formation of cross-temporal contingencies necessary for implicit motor sequence learning.

Socially-mediated linguistic convergence and perceptions of social proximity

ABSTRACT Structural priming – the tendency to re-use syntactic forms after exposure to those forms – fits into a broader pattern of convergence between interlocutors at various linguistic levels. While sentence-level convergence is often explained in terms of cognitive mechanisms like implicit learning, recent work suggests that it can function to manage social distance with an interlocutor, as has been demonstrated for phonetic accommodation. Two experiments are presented that show that structural convergence is mediated by a speaker’s perception of their social proximity to their interlocutor, and that these perceptions themselves can shift over the course of a conversation.

Effect of habitual physical activity on motor performance and prefrontal cortex activity during implicit motor learning.

Acute bouts of exercise have been shown to improve motor learning. However, whether these benefits can be observed from habitual physical activity (PA) levels remains unclear and has important implications around PA guidelines to promote motor learning across the lifespan. This study investigated the effect of habitual PA levels on brain activity within the dorsolateral prefrontal cortex (DLPFC) during procedural motor skill acquisition. Twenty-six right-handed healthy young adults had physical activity levels quantified by calculating the metabolic equivalent of task (METs) in minutes per week, derived from the International Physical Activity Questionnaire (IPAQ). Functional near-infrared spectroscopy (fNIRS) over the DLPFC was recorded to measure neural activation during a serial reaction time task (SRTT). Behavioural indicators of procedural motor skill acquisition were quantified as reaction time and accuracy of correct trials during the SRTT. DLPFC activation was characterised as task-related changes in oxyhaemoglobin (∆[HbO2]). Findings showed that higher PA levels were associated with improvements in reaction time during procedural motor skill acquisition (p = 0.03). However, no significant effects of PA levels on accuracy or ∆[HbO2] during procedural motor skill acquisition were observed. These findings show that while habitual PA may promote motor performance in young adults, this is not reflected by changes in the DLPFC area of the brain.

Enhancing skill acquisition knowledge and practice design in elite level swimming: Effects of a six-week online coach education intervention

In response to calls for examples from sports settings that highlight successful collaborations between skill acquisition specialists and coaches, this study evaluated the effectiveness of a skill acquisition coach education intervention. After an analysis of practice by a skill acquisition specialist, which provided context to impact learning design, two senior coaches from British Para Swimming with no prior knowledge of skill acquisition principles were observed and interviewed. The intervention harnessed coach experiential knowledge by emphasising development in understanding of theory underpinning three key principles of skill acquisition (i) implicit learning, (ii), focus of attention, and (iii) contextual interference, and encouraging informal and experiential learning between sessions. Following the intervention, coaches had adapted their approach to practice design to incorporate theory-informed techniques. Coach observations and interviews highlighted a range of novel findings in skill acquisition. First, outcomes indicated the use of implicit learning techniques in the form of analogy or metaphor cues can facilitate learning for athletes with intellectual disabilities. Second, coaches reported the learning benefits of utilising external and holistic focus cues in the elite athlete setting. Finally, through an increased understanding of the learning-performance distinction, coaches described the benefits of incorporating contextual interference, which emphasised temporal spacing between learning events. The coaches’ interpretation and implementation of skill acquisition theory are discussed with reference to potential avenues of exploration in future research.

Rethinking Feature Mining for Light Field Salient Object Detection

Light field salient object detection (LF SOD) has recently received increasing attention. However, most current works typically rely on an individual focal stack backbone for feature extraction. This manner ignores the characteristic of blurred saliency-related regions and contour within focal slices, resulting in insufficient or even inaccurate saliency responses. Aiming at addressing this issue, we rethink the feature mining (i.e., exploration) within focal slices and focus on exploiting informative focal slice features and fully leveraging contour information for accurate LF SOD. First, we observe that the geometric relation between different regions within the focal slices is conducive to useful saliency feature mining if utilized properly. In light of this, we propose an implicit graph learning (IGL) approach. The IGL constructs graph structures to propagate informative geometric relations within the focal slices and all-focus features, and promotes crucial and discriminative focal stack feature mining via graph feature distillation. Second, unlike previous works that rarely utilize contour information, we propose a reciprocal refinement fusion (RRF) strategy. This strategy encourages saliency features and object contour cues to effectively complement each other. Furthermore, a contour hint injection mechanism is introduced to refine the feature expressions. Extensive experiments showcase the superiority of our approach over previous state-of-the-art models with an efficient real-time inference speed. Codes are available at https://github.com/gbliao/IRNet and https://openi.pcl.ac.cn/OpenVision/IRNet .

The effect of explicit, implicit and analogy instruction on decision-making skill for novices under stress

ABSTRACT The present study is an attempt to evaluate directly the effect of explicit, implicit and analogy instruction on decision-making skills among novices under stress conditions. 60 young novices, aged 10–11, were randomly selected and assigned to three experimental groups and a control group. A field and a laboratory test were conducted to evaluate decision-making on the volleyball serve skill (decide and move). Once the four groups completed the pre-test, the three experimental groups participated in the intervention programme consisting of 12 training units (4 weeks × 3 times per week). A post-test, a retention test, and a stress test were also applied to all groups. All experimental groups improved and retained decision-making scores in both the laboratory and the field tests. Comparing the groups showed that the analogy learning group achieved a higher score than the implicit, explicit, and control groups in the post-test and retention test. Analogy and implicit learners appear to be unaffected by stress conditions, while the opposite is true of the explicit learners’ performance, which decreased in both the laboratory and the field tests. Ιt seems that if taught by analogy-based instructions, novices may perform better at both decision-making and motor skills, which indicates that they are under less cognitive demand, even under stress conditions.

Syntactic priming as implicit learning in German child language.

We investigated syntactic priming in German children to explore crosslinguistic evidence for implicit learning accounts of language production and acquisition. Adult descriptions confirmed that German speakers (N=27) preferred to spontaneously produce active versus passive transitive and DO versus PO dative forms. We tested whether German-speaking children (N=29, M age =5.3, 15 girls/14 boys) could be primed to produce these dispreferred forms and whether such priming effects would persist across a target phase. Children first heard a block of priming sentences and then described a block of target pictures. They demonstrated significant priming effects for passive and PO dative structures, and these priming effects did not differ between the first and second halves of the block of target trials. These patterns of German child language production are consistent with implicit learning accounts of syntactic priming.

Text-and-Image Learning Transformer for Cross-modal Person Re-identification

Text-based person re-identification aims to find the target person from a large pedestrian gallery with the given natural language description. Previous works mainly focus on embedding salient textual and visual representations in a common latent space by utilizing the dual-path structure or parameter-shared network. However, they still lack the ability to effectively extract fine-grained unimodal features as well as fuse the cross-modal data, leading to the increase of misaligned cases. To settle these issues, we propose a text-and-image implicit learning Transformer (TILT) to eliminate textual anisotropy and enhance the cross-modal alignment from both domains based on the bi-direction multimodal encoders. Specifically, we apply the pre-trained multimodal embedding module to overcome the unimodal anisotropy problem with contrastive learning, and map fine-grained features with dual encoder in bidirectional masking. Then, we design the cross-modal interaction encoder to comprehensively mine implicit cross-modal relations by reconstructing masked tokens, and fuse rich multi-modal knowledge in a common space. In addition, the cross-modal similarity matching module is proposed to optimize the intra-domain classification and decrease the inter-domain divergence. Extensive experiments are conducted on three public benchmarks CUHK-PEDES, ICFG-PEDES and RSTPReid to verify the effectiveness of our proposed framework. And results prove that our model outperforms state-of-the-art methods on all metrics.

Give me a hint: an explicit prior based image denoising

The performance of an image denoising method highly depends on its ability to produce smoothed homogeneous regions and preserve fine-grained texture details in the restored image. Existing denoising methods rely on implicit learning of Convolutional Neural Networks (CNNs) to restore an image. We show that the implicitly learned representations are limited in capacity, resulting in a sub-optimal pixel estimation of homogeneous regions and loss in texture details. In this work, we argue that explicitly introducing low and high frequency information enhances the representational capacity of denoising CNNs. To this end, we propose XPrior that provides the network with two explicit priors, i.e., a Gaussian smoothed image and an Edge map. This simple yet effective integration of priors with the noisy image enhances the model’s ability to restore images with high perceived quality. The proposed approach can easily be plugged into the existing denoising methods. Comprehensive experimental results show the superiority of the proposed approach that achieves a remarkable performance gain of 1.23 dB and 1.49 dB average PSNR on BSD68 dataset over DRUNet (Zhang in IEEE Trans Pattern Anal Mach Intell 10.1109/TPAMI.2021.3088914, 2021) and DnCNN (Zhang in IEEE Trans Image Process 26:3142–3155, 2017), respectively.

The effects of prediction representations on implicit learning: Evidence from sentence reading and perceptual identification

Predicting errors can facilitate implicit learning, but the long-term consequences of prediction errors are not yet fully understood. Especially when predictions are disconfirmed, it remains unclear whether initially correct prediction representations persist or are suppressed. In this study, participants first engaged in a sentence reading task and then performed a perceptual identification task after completing an N-back task or after a 24-h delay. The perceptual identification task presented previously expected and unexpected words and previously predicted but not presented words to measure implicit memory for the critical items. This study aims to investigate the mechanisms underlying the persistence of prediction representations and the long-term effects of prediction errors on implicit learning. Our results indicate that prediction errors can promote implicit learning and can persist for more than 24 h. Furthermore, originally correct but not seen in reality prediction representations persist to facilitate performance on the implicit memory task after 24 h. This may reflect long-term changes in the internal representation probabilities of prediction representations.

An Effective Interprofessional Collaboration to Support African Refugee Students' Oral and Written Language and Social Integration

Purpose: Two faculty members collaborated to advance educational equity by providing a summer camp experience to prevent summer learning loss for African refugee students in preschool through high school. Both faculty members educate university students in graduate programs, one for students aiming to become educators of English to Speakers of Other Languages and the other for speech-language pathology students. Method: Speech-language pathology graduate students provided supports for oral and written language within Tier 1 of a multitiered systems of support framework during camp. Interventions were provided within the context of the camp activities, rooted in the constructs of contextualized intervention, implicit learning, and feedback-free learning. The speech-language pathology students collaborated with the faculty members, camp director, community members, and the campers. Results: The speech-language pathology students learned to provide language support in natural environments, analyze writing, recognize strengths and areas for growth in multilingual learners, establish rapport with individuals from cultural and linguistic backgrounds that differ from their own, collaborate with other professionals, and build campers' confidence and self-esteem. The campers expanded their vocabulary, syntactic, and narrative production and developed teamwork, collaboration, and leadership. Conclusions: This program can be a model for others aiming to collaborate to advance educational equity. Speech-language pathologists have an important role in collaborating with colleagues from other disciplines to provide programs for language and literacy support, even when the students do not have underlying language disorder.

Explicit and implicit locomotor learning in individuals with chronic hemiparetic stroke.

Motor learning involves both explicit and implicit processes that are fundamental for acquiring and adapting complex motor skills. However, stroke may damage the neural substrates underlying explicit and/or implicit learning, leading to deficits in overall motor performance. Although both learning processes are typically used in concert in daily life and rehabilitation, no gait studies have determined how these processes function together after stroke when tested during a task that elicits dissociable contributions from both. Here, we compared explicit and implicit locomotor learning in individuals with chronic stroke to age- and sex-matched neurologically intact controls. We assessed implicit learning using split-belt adaptation (where two treadmill belts move at different speeds). We assessed explicit learning (i.e., strategy-use) using visual feedback during split-belt walking to help individuals explicitly correct for step length errors created by the split-belts. After the first 40 strides of split-belt walking, we removed the visual feedback and instructed individuals to walk comfortably, a manipulation intended to minimize contributions from explicit learning. We used a multirate state-space model to characterize individual explicit and implicit process contributions to overall behavioral change. The computational and behavioral analyses revealed that, compared with controls, individuals with chronic stroke demonstrated deficits in both explicit and implicit contributions to locomotor learning, a result that runs counter to prior work testing each process individually during gait. Since poststroke locomotor rehabilitation involves interventions that rely on both explicit and implicit motor learning, future work should determine how locomotor rehabilitation interventions can be structured to optimize overall motor learning. NEW & NOTEWORTHY Motor learning involves both implicit and explicit processes, the underlying neural substrates of which could be damaged after stroke. Although both learning processes are typically used in concert in daily life and rehabilitation, no gait studies have determined how these processes function together after stroke. Using a locomotor task that elicits dissociable contributions from both processes and computational modeling, we found evidence that chronic stroke causes deficits in both explicit and implicit locomotor learning.

The relationship between explicit and implicit educational values and learning burnout among senior high school students

This study aimed to demonstrate the relationship between explicit and implicit educational values and learning burnout among senior high school students in China. Using stratified cluster sampling, 768 students from six high schools participated in a survey on explicit educational values and learning burnout. The Single Category Implicit Association Test (SC-IAT) explored students’ implicit attitudes toward educational values. The results showed that an emphasis on economic benefit was placed first among all explicit educational values. In contrast, the external value of education was more likely to be recognized in implicit educational values. Explicit and implicit educational values were significantly negatively correlated with learning burnout. However, there were no significant correlations between the explicit and implicit educational values, suggesting that the two belong to relatively independent psychological structures.

Implicit learning in children and adolescents with and without autism spectrum disorders: Exploring the effects of individual differences.

Implicit learning plays an important role in the acquisition of various skills that are often deficient in individuals with autism spectrum disorder (ASD). The present study examines the implicit learning ability of children and adolescents with ASD, by comparing it to that of a typical group of peers, using the Artificial Grammar Learning (AGL) task. In addition, this study investigates whether the above ability is associated with individual characteristics, namely intelligence quotient (IQ), ASD symptoms severity, and individual perception style (global/holistic or local/focused). The sample consisted of 20 individuals with mild to relatively severe ASD symptoms and 20 age- and gender-matched typically developing (TD) individuals. The unconscious (implicit) nature of learning was assessed via a subjective measure, the "no-loss gambling" method, which allows an unbiased evaluation of the confidence accompanying each judgement. The results provided evidence of implicit learning, which was preserved in the ASD group, although reduced relative to the typical group. Multiple linear regressions with interaction terms between group and participants' scores on the Wechsler Abbreviated Scale of Intelligence (WASI), the Childhood Autism Rating Scale (CARS), and performance on a Navon-type task examined whether the possible relationships between each of the above scores and AGL and implicit learning differ in the two groups. Implicit learning was not significantly associated with IQ, ASD symptoms severity, or individual perception style (except for perception style in terms of reaction times [RTs] for the TD group). These results confirm and extend earlier findings supporting the resilience of implicit learning to individual differences.

Exploring the perception of English lecturers about incidental vocabulary learning and involvement load hypothesis in their classrooms

Despite extensive research on vocabulary acquisition, limited attention has been given to how these theories are applied in English as a foreign language (EFL) teaching practices, particularly in Indonesia. This qualitative case study addresses this gap by exploring English lecturers' perceptions and use of incidental vocabulary learning (IVL) and the involvement load hypothesis (ILH) in their classrooms. Data were collected through interviews and classroom observations with five English lecturers from universities in Malang, Indonesia, and analyzed using thematic analysis to identify key patterns and themes. The findings revealed that all participants recognized the importance of vocabulary in language learning and preferred implicit learning methods, such as exposure to authentic language in literature and films. However, the integration of theoretical concepts like vocabulary size and frequency into teaching practices was limited due to constraints such as time and lack of dedicated vocabulary instruction. Moreover, participants were unfamiliar with the ILH, though some of its elements were present in their teaching. The study suggests that better dissemination of research and professional development is essential to bridge the gap between theory and practice, ultimately improving vocabulary instruction in EFL contexts.

Investigating the effectiveness of input-based techniques on the acquisition of English passive: A comparative study of explicit instruction and input-based techniques

This study investigates the efficacy of various grammar instruction techniques, namely focus-on-form (FonF) and focus-on-forms (FonFs), on the acquisition and production of the English passive voice. A quasi-experimental pre-test and post-test design was employed across four treatment groups without a control group, involving 62 Turkish learners of English, enrolled in preparatory classes at a public university in Turkey, with a B1 (intermediate) proficiency level. The study assessed the effectiveness of input flood (IF), input flood coupled with textual enhancement (IF + TE), input flood with explicit grammar teaching (IF + EGT), and rule-based instruction (RBI). Authentic texts on global warming and climate change were used as materials, with passive sentences underlined for the IF + TE group and explicit grammar explanations provided to the IF + EGT group. Findings point to a clear superiority of RBI in the learners’ grammatical acquisition and production, supporting the idea that explicit instruction, followed by controlled practice, significantly enhances learning outcomes. Contrary to RBI's success, the IF only approach did not yield a substantial impact, questioning the effectiveness of implicit teaching methods for complex grammatical structures. The study also examined the relationship between explicit knowledge and communicative practice, finding that explicit instruction is critical even within communicative frameworks. These outcomes align with the Noticing Hypothesis, emphasizing that conscious recognition of grammatical forms is necessary for effective language acquisition. The study contributes to the ongoing debate on the efficacy of explicit grammar instruction versus implicit learning, suggesting that a combination of instruction focusing on form within a communicative context can be beneficial for EFL learners.