Dissociating explicit and implicit category knowledge with fMRI
P. Reber, D. Gitelman, T. Parrish, and M. Mesulam. Journal of Cognitive Neuroscience, 15 (4):
574-583(2003)0898-929X, Print 1530-8898, Electronic English Journal Article (250)
Print(Paper).
Abstract
Neuroimaging of healthy volunteers identified separate neural systems
supporting the expression of category knowledge depending on whether
the learning mode was intentional or incidental. The same visual
category was learned either intentionally or implicitly by two separate
groups of college student participants. During a categorization test,
functional magnetic resonance imaging (fMRI) was used to compare
brain activity evoked by category members and nonmembers. After implicit
learning, when participants had learned the category incidentally,
decreased occipital activity was observed for novel categorical stimuli
compared with noncategorical stimuli. In contrast, after intentional
learning, novel categorical stimuli evoked increased activity in
the hippocampus, right prefrontal cortex, left inferior temporal
cortex, precuneus, and posterior cingulate. Even though the categorization
test was identical in the two conditions, the differences in brain
activity indicate differing representations of category knowledge
depending on whether the category had been learned intentionally
or implicitly. (PsycINFO Database Record (c) 2003 APA, all rights
reserved)
%0 Journal Article
%1 Reber2003
%A Reber, Paul J.
%A Gitelman, Darren R.
%A Parrish, Todd B.
%A Mesulam, M. Marsel
%D 2003
%J Journal of Cognitive Neuroscience
%K Activity Cerebral Classification Cognitive Cortex Electrical Incidental Intentional Learning Neural Neurobiology Neurophysiology Pathways Process) activity; brain category expression implicit incidental intentional knowledge; learning learning; mode; neural noncategorical of stimuli systems; visual
%N 4
%P 574-583
%T Dissociating explicit and implicit category knowledge with fMRI
%V 15
%X Neuroimaging of healthy volunteers identified separate neural systems
supporting the expression of category knowledge depending on whether
the learning mode was intentional or incidental. The same visual
category was learned either intentionally or implicitly by two separate
groups of college student participants. During a categorization test,
functional magnetic resonance imaging (fMRI) was used to compare
brain activity evoked by category members and nonmembers. After implicit
learning, when participants had learned the category incidentally,
decreased occipital activity was observed for novel categorical stimuli
compared with noncategorical stimuli. In contrast, after intentional
learning, novel categorical stimuli evoked increased activity in
the hippocampus, right prefrontal cortex, left inferior temporal
cortex, precuneus, and posterior cingulate. Even though the categorization
test was identical in the two conditions, the differences in brain
activity indicate differing representations of category knowledge
depending on whether the category had been learned intentionally
or implicitly. (PsycINFO Database Record (c) 2003 APA, all rights
reserved)
@article{Reber2003,
abstract = {Neuroimaging of healthy volunteers identified separate neural systems
supporting the expression of category knowledge depending on whether
the learning mode was intentional or incidental. The same visual
category was learned either intentionally or implicitly by two separate
groups of college student participants. During a categorization test,
functional magnetic resonance imaging (fMRI) was used to compare
brain activity evoked by category members and nonmembers. After implicit
learning, when participants had learned the category incidentally,
decreased occipital activity was observed for novel categorical stimuli
compared with noncategorical stimuli. In contrast, after intentional
learning, novel categorical stimuli evoked increased activity in
the hippocampus, right prefrontal cortex, left inferior temporal
cortex, precuneus, and posterior cingulate. Even though the categorization
test was identical in the two conditions, the differences in brain
activity indicate differing representations of category knowledge
depending on whether the category had been learned intentionally
or implicitly. (PsycINFO Database Record (c) 2003 APA, all rights
reserved)},
added-at = {2007-06-13T15:22:06.000+0200},
author = {Reber, Paul J. and Gitelman, Darren R. and Parrish, Todd B. and Mesulam, M. Marsel},
biburl = {https://www.bibsonomy.org/bibtex/208e14da7ef3f80a52faaa2195e457a5a/bertolt},
interhash = {b0ca1439aebe14e64099abf40ce0b130},
intrahash = {08e14da7ef3f80a52faaa2195e457a5a},
journal = {Journal of Cognitive Neuroscience},
keywords = {Activity Cerebral Classification Cognitive Cortex Electrical Incidental Intentional Learning Neural Neurobiology Neurophysiology Pathways Process) activity; brain category expression implicit incidental intentional knowledge; learning learning; mode; neural noncategorical of stimuli systems; visual},
note = {0898-929X, Print 1530-8898, Electronic English Journal Article (250)
Print(Paper)},
number = 4,
pages = {574-583},
timestamp = {2007-06-13T15:29:16.000+0200},
title = {Dissociating explicit and implicit category knowledge with fMRI},
volume = 15,
year = 2003
}