{"pk":25750,"title":"Attention and Pattern Consciousness Reorganize the Cortical Topography of Event-\nRelated Potential Correlates of Visual Sequential Learning.","subtitle":null,"abstract":"Statistical or sequential learning (SL) involves\ncomprehending environmental patterns in which some items\nprecede other items with a given likelihood. SL is thought to\noccur without attention or consciousness (or explicit\nknowledge) of the learned patterns and thus is sometimes\nconsidered to be implicit learning. However, this assumption\nis still debatable (Daltrozzo & Conway, 2014). We examined\nthe role of selective attention and pattern consciousness (PC)\nin SL using event-related potentials (ERP) with healthy\nadults. Thirty-four participants (27 females, 18-49 years)\nperformed a Flanker task to assess their level of selective\nattention, followed by a visual SL task while ERPs were\nrecorded. Participants’ level of PC was assessed via a\nquestionnaire. In the SL task, participants viewed a sequence\nof different stimuli on the screen and were instructed to press\na button as fast as possible, when they saw a target stimulus.\nThey were unaware that: 1.) two predictor items were\nembedded in the sequence and 2.) the items predicted target\noccurrence with high or low probability. ERPs were timelocked\nto predictor onsets. The mean ERP between 200 and\n700ms post-predictor onset revealed an interaction between\ntarget occurrence probability, PC, attention, and two scalp\ntopographic factors. Post-hoc tests indicated that higher\nattention was related to a more rostral left lateralized effect\nunder high PC and a left lateralization of SL ERP effects\nunder low PC. These neural findings suggest that both\nattention and PC modulate SL.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Implicit; explicit; left lateralization; statistical\nlearning; language; automatic; controlled; sequence learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6j15m001","frozenauthors":[{"first_name":"Sonia","middle_name":"","last_name":"Singh","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Jerome","middle_name":"","last_name":"Daltrozzo","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Christopher","middle_name":"M","last_name":"Conway","name_suffix":"","institution":"Georgia State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25750/galley/15374/download/"}]}