Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Regional brain activation during concurrent implicit and explicit sequence learning.

Howard J Aizenstein1, V Andrew Stenger, Jennifer Cochran

  • 1University of Pittsburgh Medical School, Department of Psychiatry, 3811 O'Hara Street, Pittsburgh, PA 15213, USA. azien+@pitt.edu

Cerebral Cortex (New York, N.Y. : 1991)
|January 6, 2004
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Distinct Attentional Control Profiles during Language Comprehension in Major Mental Health Disorders.

Biological psychiatry. Cognitive neuroscience and neuroimaging·2026
Same author

Exploring the Relationship Between Inflammatory Biomarkers and Negative Symptoms Subtypes in Individuals at Ultra-High Risk for Psychosis.

Early intervention in psychiatry·2026
Same author

Bipolar Disorder Psychosis Risk Predicts Cue Discrimination on the AX-Continuous Performance Task Paradigm.

Bipolar disorders·2026
Same author

Impacted and preserved sub-domains of cognitive control in schizophrenia.

Neuropsychologia·2026
Same author

The Biological Psychiatry Family of Journals Is Rewarding Its Reviewers.

Biological psychiatry·2026
Same author

Prior Trial Effects on Working Memory in Schizophrenia, Bipolar Disorder, and Healthy Control Individuals.

JAMA psychiatry·2026

Explicit and implicit sequence learning (ESL and ISL) engage overlapping brain regions, including the prefrontal cortex and striatum. Distinct patterns in visual cortex activity differentiate ESL and ISL, suggesting partially separate learning processes.

Area of Science:

  • Neuroscience
  • Cognitive Psychology

Background:

  • Sequence learning is crucial for skill acquisition.
  • Distinguishing explicit and implicit learning mechanisms is key to understanding cognitive processes.

Purpose of the Study:

  • To identify brain regions involved in explicit sequence learning (ESL) and implicit sequence learning (ISL) using fMRI.
  • To investigate the neural dissociation between the process and outcome of sequence learning.

Main Methods:

  • Event-related functional magnetic resonance imaging (fMRI) was employed.
  • Twenty-four participants completed a concurrent ESL and ISL task.
  • fMRI data were analyzed in relation to learning curves to differentiate learning processes from outcomes.

Main Results:

Related Experiment Videos

  • Both ESL and ISL engaged prefrontal cortex (PFC), striatum, anterior cingulate cortex (ACC), and visual regions.
  • ESL showed increased visual cortex activity for learned patterns, while ISL exhibited decreased activity.
  • Distinguishing learning processes revealed more extensive PFC activity during ESL and caudal ACC activity when learned expectations were violated.

Conclusions:

  • ESL and ISL involve partially distinct yet overlapping neural processes.
  • Differential activation patterns in visual regions highlight the unique contributions of explicit and implicit learning.
  • The study provides insights into the neural basis of sequence learning and its distinct components.