Skip Navigation

This Article
Right arrow Full Text Freely available
Right arrow FREE Full Text (PDF) Freely available
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrow Search for citing articles in:
ISI Web of Science (25)
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by Aizenstein, H. J.
Right arrow Articles by Carter, C. S.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Aizenstein, H. J.
Right arrow Articles by Carter, C. S.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Cerebral Cortex February 2004; 14:199-208
© Oxford University Press 2004

Regional Brain Activation during Concurrent Implicit and Explicit Sequence Learning

Howard J. Aizenstein, V. Andrew Stenger, Jennifer Cochran, Kristi Clark, Melissa Johnson, Robert D. Nebes and Cameron S. Carter

University of Pittsburgh Medical School, Department of Psychiatry, 3811 O’Hara Street, Pittsburgh, PA 15213, USA

We used event-related fMRI to identify the brain regions engaged during explicit and implicit sequence learning (ESL and ISL, respectively). Twenty-four subjects performed a concurrent ESL and ISL task. Behavior showed learning in both conditions. Prefrontal (PFC), striatal, anterior cingulate cortex (ACC) and visual regions (V1, V2 and V3) were engaged during both ESL and ISL. With ESL there was increased activity in the visual regions on the predictable (i.e. learned pattern) trials. With ISL, however, there was a relative decrease in activity in visual regions. The opposite patterns in the visual regions highlight the different effects of ESL and ISL. The learning process was distinguished from the result of learning, by fitting subjects’ functional magnetic resonance imaging data to their learning curve. This analysis revealed more extensive PFC activity during ESL and caudal ACC activity specific for the result of learning analysis, when the expected response was violated. Our results suggest a relative dissociation of the brain regions engaged during ESL and ISL, whereby ESL and ISL can be viewed as partially distinct but overlapping parallel processes.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 AJGPHome page
F. M. Gunning-Dixon, C. F. Murphy, G. S. Alexopoulos, M. Majcher-Tascio, and R. C. Young
Executive Dysfunction in Elderly Bipolar Manic Patients
Am J Geriatr Psychiatry, June 1, 2008; 16(6): 506 - 512.
[Abstract] [Full Text] [PDF]

Home page
 J. Cogn. Neurosci.Home page
O. V. Lungu, T. Liu, T. Waechter, D. T. Willingham, and J. Ashe
Strategic modulation of cognitive control.
J. Cogn. Neurosci., August 1, 2007; 19(8): 1302 - 1315.
[Abstract] [Full Text] [PDF]

Home page
 NeuroscientistHome page
C. A. Seger
The Basal Ganglia in Human Learning
Neuroscientist, August 1, 2006; 12(4): 285 - 290.
[Abstract] [PDF]

Home page
 Learn. Mem.Home page
A. Destrebecqz, P. Peigneux, S. Laureys, C. Degueldre, G. Del Fiore, J. Aerts, A. Luxen, M. Van Der Linden, A. Cleeremans, and P. Maquet
The neural correlates of implicit and explicit sequence learning: Interacting networks revealed by the process dissociation procedure
Learn. Mem., September 1, 2005; 12(5): 480 - 490.
[Abstract] [Full Text] [PDF]

Home page
 Cereb CortexHome page
C. F. Doeller, B. Opitz, C. M. Krick, A. Mecklinger, and W. Reith
Prefrontal-hippocampal dynamics involved in learning regularities across episodes
Cereb Cortex, August 1, 2005; 15(8): 1123 - 1133.
[Abstract] [Full Text] [PDF]

Home page
 Cereb CortexHome page
P.C. Fletcher, O. Zafiris, C.D. Frith, R.A.E. Honey, P.R. Corlett, K. Zilles, and G.R. Fink
On the Benefits of not Trying: Brain Activity and Connectivity Reflecting the Interactions of Explicit and Implicit Sequence Learning
Cereb Cortex, July 1, 2005; 15(7): 1002 - 1015.
[Abstract] [Full Text] [PDF]


Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.