Latent memory of unattended stimuli reactivated by practice: an FMRI study on the role of consciousness and attention in learning.

Although we can only report about what is in the focus of our attention, much more than that is actually processed. And even when attended, stimuli may not always be reportable, for instance when they are masked. A stimulus can thus be unreportable for different reasons: the absence of attention or...

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Autores principales:	Julia D I Meuwese, H Steven Scholte, Victor A F Lamme
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2014
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/f36e61b06afd4435b7d4182aa5ed1a5b
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spelling	oai:doaj.org-article:f36e61b06afd4435b7d4182aa5ed1a5b2021-11-18T08:29:25ZLatent memory of unattended stimuli reactivated by practice: an FMRI study on the role of consciousness and attention in learning.1932-620310.1371/journal.pone.0090098https://doaj.org/article/f36e61b06afd4435b7d4182aa5ed1a5b2014-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/24603676/?tool=EBIhttps://doaj.org/toc/1932-6203Although we can only report about what is in the focus of our attention, much more than that is actually processed. And even when attended, stimuli may not always be reportable, for instance when they are masked. A stimulus can thus be unreportable for different reasons: the absence of attention or the absence of a conscious percept. But to what extent does the brain learn from exposure to these unreportable stimuli? In this fMRI experiment subjects were exposed to textured figure-ground stimuli, of which reportability was manipulated either by masking (which only interferes with consciousness) or with an inattention paradigm (which only interferes with attention). One day later learning was assessed neurally and behaviorally. Positive neural learning effects were found for stimuli presented in the inattention paradigm; for attended yet masked stimuli negative adaptation effects were found. Interestingly, these inattentional learning effects only became apparent in a second session after a behavioral detection task had been administered during which performance feedback was provided. This suggests that the memory trace that is formed during inattention is latent until reactivated by behavioral practice. However, no behavioral learning effects were found, therefore we cannot conclude that perceptual learning has taken place for these unattended stimuli.Julia D I MeuweseH Steven ScholteVictor A F LammePublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 9, Iss 3, p e90098 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Julia D I Meuwese H Steven Scholte Victor A F Lamme Latent memory of unattended stimuli reactivated by practice: an FMRI study on the role of consciousness and attention in learning.
description	Although we can only report about what is in the focus of our attention, much more than that is actually processed. And even when attended, stimuli may not always be reportable, for instance when they are masked. A stimulus can thus be unreportable for different reasons: the absence of attention or the absence of a conscious percept. But to what extent does the brain learn from exposure to these unreportable stimuli? In this fMRI experiment subjects were exposed to textured figure-ground stimuli, of which reportability was manipulated either by masking (which only interferes with consciousness) or with an inattention paradigm (which only interferes with attention). One day later learning was assessed neurally and behaviorally. Positive neural learning effects were found for stimuli presented in the inattention paradigm; for attended yet masked stimuli negative adaptation effects were found. Interestingly, these inattentional learning effects only became apparent in a second session after a behavioral detection task had been administered during which performance feedback was provided. This suggests that the memory trace that is formed during inattention is latent until reactivated by behavioral practice. However, no behavioral learning effects were found, therefore we cannot conclude that perceptual learning has taken place for these unattended stimuli.
format	article
author	Julia D I Meuwese H Steven Scholte Victor A F Lamme
author_facet	Julia D I Meuwese H Steven Scholte Victor A F Lamme
author_sort	Julia D I Meuwese
title	Latent memory of unattended stimuli reactivated by practice: an FMRI study on the role of consciousness and attention in learning.
title_short	Latent memory of unattended stimuli reactivated by practice: an FMRI study on the role of consciousness and attention in learning.
title_full	Latent memory of unattended stimuli reactivated by practice: an FMRI study on the role of consciousness and attention in learning.
title_fullStr	Latent memory of unattended stimuli reactivated by practice: an FMRI study on the role of consciousness and attention in learning.
title_full_unstemmed	Latent memory of unattended stimuli reactivated by practice: an FMRI study on the role of consciousness and attention in learning.
title_sort	latent memory of unattended stimuli reactivated by practice: an fmri study on the role of consciousness and attention in learning.
publisher	Public Library of Science (PLoS)
publishDate	2014
url	https://doaj.org/article/f36e61b06afd4435b7d4182aa5ed1a5b
work_keys_str_mv	AT juliadimeuwese latentmemoryofunattendedstimulireactivatedbypracticeanfmristudyontheroleofconsciousnessandattentioninlearning AT hstevenscholte latentmemoryofunattendedstimulireactivatedbypracticeanfmristudyontheroleofconsciousnessandattentioninlearning AT victoraflamme latentmemoryofunattendedstimulireactivatedbypracticeanfmristudyontheroleofconsciousnessandattentioninlearning
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Latent memory of unattended stimuli reactivated by practice: an FMRI study on the role of consciousness and attention in learning.

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