The Experts below are selected from a list of 52737 Experts worldwide ranked by ideXlab platform
Thomas F Munte - One of the best experts on this subject based on the ideXlab platform.
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implicit Learning is intact in adult developmental dyslexic readers evidence from the serial reaction time task and artificial Grammar Learning
Journal of Clinical and Experimental Neuropsychology, 2006Co-Authors: Jascha Russeler, Ivonne Gerth, Thomas F MunteAbstract:Previous research yielded equivocal results concerning implicit Learning abilities of developmental dyslexic readers. These studies employed a sequence Learning task that requires a motor response to each stimulus. However, implicit Learning has been often studied using non-motor tasks. Thus, we investigated implicit Learning capabilities of adult developmental dyslexic readers in two standard implicit Learning paradigms differing in the involvement of the motor system, namely the serial response time task (SRTT) and artificial Grammar Learning (AGL).Twelve adult developmental dyslexic and twelve age- and sex- matched normal readers were tested. In the serial response time task (SRTT), participants are exposed to a structured display. Learning is measured by comparing response time (RT) to the structured sequence with RT to a random display. In the artificial Grammar Learning task (AGL), letter strings following a markovian finite state Grammar are presented. In a subsequent test phase subjects have to judge new letter strings according to their grammaticality. Learning of the stimulus regularities was found in both tasks and for both groups of subjects. Furthermore, participants were unaware of the underlying stimulus construction principles. Dyslexic readers were unimpaired in SRTT as well as artificial Grammar Learning relative to normal readers. These findings show that implicit Learning is intact in dyslexia. Intact implicit Learning capabilities should be taken into account when designing training programs for developmental dyslexic readers.
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implicit Learning is intact in adult developmental dyslexic readers evidence from the serial reaction time task and artificial Grammar Learning
Journal of Clinical and Experimental Neuropsychology, 2006Co-Authors: Jascha Russeler, Ivonne Gerth, Thomas F MunteAbstract:Previous research yielded equivocal results concerning implicit Learning abilities of developmental dyslexic readers. These studies employed a sequence Learning task that requires a motor response to each stimulus. However, implicit Learning has been often studied using non-motor tasks. Thus, we investigated implicit Learning capabilities of adult developmental dyslexic readers in two standard implicit Learning paradigms differing in the involvement of the motor system, namely the serial response time task (SRTT) and artificial Grammar Learning (AGL). Twelve adult developmental dyslexic and twelve age- and sex- matched normal readers were tested. In the serial response time task (SRTT), participants are exposed to a structured display. Learning is measured by comparing response time (RT) to the structured sequence with RT to a random display. In the artificial Grammar Learning task (AGL), letter strings following a markovian finite state Grammar are presented. In a subsequent test phase subjects have to j...
Jascha Russeler - One of the best experts on this subject based on the ideXlab platform.
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implicit Learning is intact in adult developmental dyslexic readers evidence from the serial reaction time task and artificial Grammar Learning
Journal of Clinical and Experimental Neuropsychology, 2006Co-Authors: Jascha Russeler, Ivonne Gerth, Thomas F MunteAbstract:Previous research yielded equivocal results concerning implicit Learning abilities of developmental dyslexic readers. These studies employed a sequence Learning task that requires a motor response to each stimulus. However, implicit Learning has been often studied using non-motor tasks. Thus, we investigated implicit Learning capabilities of adult developmental dyslexic readers in two standard implicit Learning paradigms differing in the involvement of the motor system, namely the serial response time task (SRTT) and artificial Grammar Learning (AGL).Twelve adult developmental dyslexic and twelve age- and sex- matched normal readers were tested. In the serial response time task (SRTT), participants are exposed to a structured display. Learning is measured by comparing response time (RT) to the structured sequence with RT to a random display. In the artificial Grammar Learning task (AGL), letter strings following a markovian finite state Grammar are presented. In a subsequent test phase subjects have to judge new letter strings according to their grammaticality. Learning of the stimulus regularities was found in both tasks and for both groups of subjects. Furthermore, participants were unaware of the underlying stimulus construction principles. Dyslexic readers were unimpaired in SRTT as well as artificial Grammar Learning relative to normal readers. These findings show that implicit Learning is intact in dyslexia. Intact implicit Learning capabilities should be taken into account when designing training programs for developmental dyslexic readers.
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implicit Learning is intact in adult developmental dyslexic readers evidence from the serial reaction time task and artificial Grammar Learning
Journal of Clinical and Experimental Neuropsychology, 2006Co-Authors: Jascha Russeler, Ivonne Gerth, Thomas F MunteAbstract:Previous research yielded equivocal results concerning implicit Learning abilities of developmental dyslexic readers. These studies employed a sequence Learning task that requires a motor response to each stimulus. However, implicit Learning has been often studied using non-motor tasks. Thus, we investigated implicit Learning capabilities of adult developmental dyslexic readers in two standard implicit Learning paradigms differing in the involvement of the motor system, namely the serial response time task (SRTT) and artificial Grammar Learning (AGL). Twelve adult developmental dyslexic and twelve age- and sex- matched normal readers were tested. In the serial response time task (SRTT), participants are exposed to a structured display. Learning is measured by comparing response time (RT) to the structured sequence with RT to a random display. In the artificial Grammar Learning task (AGL), letter strings following a markovian finite state Grammar are presented. In a subsequent test phase subjects have to j...
Ivonne Gerth - One of the best experts on this subject based on the ideXlab platform.
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implicit Learning is intact in adult developmental dyslexic readers evidence from the serial reaction time task and artificial Grammar Learning
Journal of Clinical and Experimental Neuropsychology, 2006Co-Authors: Jascha Russeler, Ivonne Gerth, Thomas F MunteAbstract:Previous research yielded equivocal results concerning implicit Learning abilities of developmental dyslexic readers. These studies employed a sequence Learning task that requires a motor response to each stimulus. However, implicit Learning has been often studied using non-motor tasks. Thus, we investigated implicit Learning capabilities of adult developmental dyslexic readers in two standard implicit Learning paradigms differing in the involvement of the motor system, namely the serial response time task (SRTT) and artificial Grammar Learning (AGL).Twelve adult developmental dyslexic and twelve age- and sex- matched normal readers were tested. In the serial response time task (SRTT), participants are exposed to a structured display. Learning is measured by comparing response time (RT) to the structured sequence with RT to a random display. In the artificial Grammar Learning task (AGL), letter strings following a markovian finite state Grammar are presented. In a subsequent test phase subjects have to judge new letter strings according to their grammaticality. Learning of the stimulus regularities was found in both tasks and for both groups of subjects. Furthermore, participants were unaware of the underlying stimulus construction principles. Dyslexic readers were unimpaired in SRTT as well as artificial Grammar Learning relative to normal readers. These findings show that implicit Learning is intact in dyslexia. Intact implicit Learning capabilities should be taken into account when designing training programs for developmental dyslexic readers.
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implicit Learning is intact in adult developmental dyslexic readers evidence from the serial reaction time task and artificial Grammar Learning
Journal of Clinical and Experimental Neuropsychology, 2006Co-Authors: Jascha Russeler, Ivonne Gerth, Thomas F MunteAbstract:Previous research yielded equivocal results concerning implicit Learning abilities of developmental dyslexic readers. These studies employed a sequence Learning task that requires a motor response to each stimulus. However, implicit Learning has been often studied using non-motor tasks. Thus, we investigated implicit Learning capabilities of adult developmental dyslexic readers in two standard implicit Learning paradigms differing in the involvement of the motor system, namely the serial response time task (SRTT) and artificial Grammar Learning (AGL). Twelve adult developmental dyslexic and twelve age- and sex- matched normal readers were tested. In the serial response time task (SRTT), participants are exposed to a structured display. Learning is measured by comparing response time (RT) to the structured sequence with RT to a random display. In the artificial Grammar Learning task (AGL), letter strings following a markovian finite state Grammar are presented. In a subsequent test phase subjects have to j...
Rufin Vanrullen - One of the best experts on this subject based on the ideXlab platform.
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comparing feedforward and recurrent neural network architectures with human behavior in artificial Grammar Learning
Scientific Reports, 2020Co-Authors: Andrea Alamia, Victor Gauducheau, Dimitri Paisios, Rufin VanrullenAbstract:In recent years artificial neural networks achieved performance close to or better than humans in several domains: tasks that were previously human prerogatives, such as language processing, have witnessed remarkable improvements in state of the art models. One advantage of this technological boost is to facilitate comparison between different neural networks and human performance, in order to deepen our understanding of human cognition. Here, we investigate which neural network architecture (feedforward vs. recurrent) matches human behavior in artificial Grammar Learning, a crucial aspect of language acquisition. Prior experimental studies proved that artificial Grammars can be learnt by human subjects after little exposure and often without explicit knowledge of the underlying rules. We tested four Grammars with different complexity levels both in humans and in feedforward and recurrent networks. Our results show that both architectures can "learn" (via error back-propagation) the Grammars after the same number of training sequences as humans do, but recurrent networks perform closer to humans than feedforward ones, irrespective of the Grammar complexity level. Moreover, similar to visual processing, in which feedforward and recurrent architectures have been related to unconscious and conscious processes, the difference in performance between architectures over ten regular Grammars shows that simpler and more explicit Grammars are better learnt by recurrent architectures, supporting the hypothesis that explicit Learning is best modeled by recurrent networks, whereas feedforward networks supposedly capture the dynamics involved in implicit Learning.
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which neural network architecture matches human behavior in artificial Grammar Learning
arXiv: Neurons and Cognition, 2019Co-Authors: Andrea Alamia, Victor Gauducheau, Dimitri Paisios, Rufin VanrullenAbstract:In recent years artificial neural networks achieved performance close to or better than humans in several domains: tasks that were previously human prerogatives, such as language processing, have witnessed remarkable improvements in state of the art models. One advantage of this technological boost is to facilitate comparison between different neural networks and human performance, in order to deepen our understanding of human cognition. Here, we investigate which neural network architecture (feed-forward vs. recurrent) matches human behavior in artificial Grammar Learning, a crucial aspect of language acquisition. Prior experimental studies proved that artificial Grammars can be learnt by human subjects after little exposure and often without explicit knowledge of the underlying rules. We tested four Grammars with different complexity levels both in humans and in feedforward and recurrent networks. Our results show that both architectures can 'learn' (via error back-propagation) the Grammars after the same number of training sequences as humans do, but recurrent networks perform closer to humans than feedforward ones, irrespective of the Grammar complexity level. Moreover, similar to visual processing, in which feedforward and recurrent architectures have been related to unconscious and conscious processes, our results suggest that explicit Learning is best modeled by recurrent architectures, whereas feedforward networks better capture the dynamics involved in implicit Learning.
Agnes Floel - One of the best experts on this subject based on the ideXlab platform.
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Grammar Learning in older adults is linked to white matter microstructure and functional connectivity
NeuroImage, 2012Co-Authors: Daria Antonenko, Marcus Meinzer, Robert Lindenberg, Veronica A Witte, Agnes FloelAbstract:Age-related decline in cognitive function has been linked to alterations of white matter and functional brain connectivity. With regard to language, aging has been shown to be associated with impaired syntax processing, but the underlying structural and functional correlates are poorly understood. In the present study, we used an artificial Grammar Learning (AGL) task to determine the ability to extract grammatical rules from new material in healthy older adults. White matter microstructure and resting-state functional connectivity (FC) of task-relevant brain regions were assessed using multimodal magnetic resonance imaging (MRI). AGL performance correlated positively with fractional anisotropy (FA) underlying left and right Brodmann areas (BA) 44/45 and in tracts originating from left BA 44/45. An inverse relationship was found between task performance and FC of left and right BA 44/45, linking lower performance to stronger inter-hemispheric functional coupling. Our results suggest that white matter microstructure underlying specific prefrontal regions and their functional coupling affect acquisition of syntactic knowledge in the aging brain, offering further insight into mechanisms of functional decline in older adults.
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electrical stimulation of broca s area enhances implicit Learning of an artificial Grammar
Journal of Cognitive Neuroscience, 2010Co-Authors: Meinou H De Vries, Andre C R Barth, Sandra Maiworm, Stefan Knecht, Pienie Zwitserlood, Agnes FloelAbstract:Artificial Grammar Learning constitutes a well-established model for the acquisition of grammatical knowledge in a natural setting. Previous neuroimaging studies demonstrated that Broca's area (left BA 44/45) is similarly activated by natural syntactic processing and artificial Grammar Learning. The current study was conducted to investigate the causal relationship between Broca's area and Learning of an artificial Grammar by means of transcranial direct current stimulation (tDCS). Thirty-eight healthy subjects participated in a between-subject design, with either anodal tDCS (20 min, 1 mA) or sham stimulation, over Broca's area during the acquisition of an artificial Grammar. Performance during the acquisition phase, presented as a working memory task, was comparable between groups. In the subsequent classification task, detecting syntactic violations, and specifically, those where no cues to superficial similarity were available, improved significantly after anodal tDCS, resulting in an overall better performance. A control experiment where 10 subjects received anodal tDCS over an area unrelated to artificial Grammar Learning further supported the specificity of these effects to Broca's area. We conclude that Broca's area is specifically involved in rule-based knowledge, and here, in an improved ability to detect syntactic violations. The results cannot be explained by better tDCS-induced working memory performance during the acquisition phase. This is the first study that demonstrates that tDCS may facilitate acquisition of grammatical knowledge, a finding of potential interest for rehabilitation of aphasia.
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White matter integrity in the vicinity of Broca's area predicts Grammar Learning success
NeuroImage, 2009Co-Authors: Agnes Floel, Meinou H De Vries, Jan Scholz, Caterina Breitenstein, Heidi Johansen-bergAbstract:Humans differ substantially in their ability to implicitly extract structural regularities from experience, as required for Learning the Grammar of a language. The mechanisms underlying this fundamental inter-individual difference, which may determine initial success in language Learning, are incompletely understood. Here, we use diffusion tensor magnetic resonance imaging (DTI) to determine white matter integrity around Broca's area, which is crucially involved in both natural and artificial language processing. Twelve young, right-handed individuals completed an artificial Grammar Learning task, and DTI of their brains were acquired. Inter-individual variability in performance correlated with white matter integrity (increasing fractional anisotropy (FA)) in fibres arising from Broca's area (left BA 44/45), but not from its right-hemispheric homologue. Variability in performance based on superficial familiarity did not show this association. Moreover, when Broca's area was used as a seed mask for probabilistic tractography, we found that mean FA values within the generated tracts was higher in subjects with better Grammar Learning. Our findings provide the first evidence that integrity of white matter fibre tracts arising from Broca's area is intimately linked with the ability to extract grammatical rules. The relevance of these findings for acquisition of a natural language has to be established in future studies.
