Neuroscience
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Comparative Study
Auditory and visual sequence learning in humans and monkeys using an artificial grammar learning paradigm.
Language flexibly supports the human ability to communicate using different sensory modalities, such as writing and reading in the visual modality and speaking and listening in the auditory domain. Although it has been argued that nonhuman primate communication abilities are inherently multisensory, direct behavioural comparisons between human and nonhuman primates are scant. Artificial grammar learning (AGL) tasks and statistical learning experiments can be used to emulate ordering relationships between words in a sentence. ⋯ Moreover, the humans and monkeys produced largely similar response patterns to the visual and auditory sequences, indicating that the sequences are processed in comparable ways across the sensory modalities. These results provide evidence that human sequence processing abilities stem from an evolutionarily conserved capacity that appears to operate comparably across the sensory modalities in both human and nonhuman primates. The findings set the stage for future neurobiological studies to investigate the multisensory nature of these sequencing operations in nonhuman primates and how they compare to related processes in humans.
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Motor sequence learning involves predictive processing that results in the anticipation of each component of a sequence of actions. In smooth pursuit, this predictive processing is required to decrease tracking errors between the eye and the stimulus. Current models for motor sequence learning suggest parallel mechanisms in the brain for acquiring sequences of differing complexity. ⋯ In addition, distinct activation was found in more working memory related brain regions for the shorter sequences (e.g. the middle frontal cortex and dorsolateral prefrontal cortex), and higher activation in the frontal eye fields, supplementary motor cortex and motor cortex for the longer sequences, independent on the number of repetitions. These findings provide new evidence that there are parallel brain areas that involve working memory circuitry for short sequences, and more motoric areas when the sequence is longer and more cognitively demanding. Additionally, our findings are the first to show that the parallel brain regions involved in sequence learning in pursuit are independent of the number of repetitions, but contingent on sequence complexity.
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This paper features two studies confirming a lasting impact of first learning on how subsequent experience is weighted in early relevance-filtering processes. In both studies participants were exposed to sequences of sound that contained a regular pattern on two different timescales. Regular patterning in sound is readily detected by the auditory system and used to form "prediction models" that define the most likely properties of sound to be encountered in a given context. ⋯ The results are interpreted as evidence that probability (or indeed predictability) assigns a differential information-value to the two tones that in turn affects the extent to which prediction models are updated and imposed. These effects are exposed for both common and rare occurrences of the tones. The studies contribute to a body of work that reveals that probabilistic information is not faithfully represented in these early evoked potentials and instead exposes that predictability (or conversely uncertainty) may trigger value-based learning modulations even in task-irrelevant incidental learning.
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In daily life, temporal expectations may derive from incidental learning of recurring patterns of intervals. We investigated the incidental acquisition and utilisation of combined temporal-ordinal (spatial/effector) structure in complex visual-motor sequences using a modified version of a serial reaction time (SRT) task. In this task, not only the series of targets/responses, but also the series of intervals between subsequent targets was repeated across multiple presentations of the same sequence. ⋯ Having established a robust behavioural benefit induced by the repeating spatial-temporal sequence, we next addressed our central hypothesis that implicit temporal orienting (evoked by the learned temporal structure) would have the largest influence on performance for targets following short (as opposed to longer) intervals between temporally structured sequence elements, paralleling classical observations in tasks using explicit temporal cues. We found that indeed, reaction time differences between new and repeated sequences were largest for the short interval, compared to the medium and long intervals, and that this was the case, even when comparing late blocks (where the repeated sequence had been incidentally learned), to early blocks (where this sequence was still unfamiliar). We conclude that incidentally acquired temporal expectations that follow a sequential structure can have a robust facilitatory influence on visually-guided behavioural responses and that, like more explicit forms of temporal orienting, this effect is most pronounced for sequence elements that are expected at short inter-element intervals.
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Perception deals with temporal sequences of events, like series of phonemes for audition, dynamic changes in pressure for touch textures, or moving objects for vision. Memory processes are thus needed to make sense of the temporal patterning of sensory information. Recently, we have shown that auditory temporal patterns could be learned rapidly and incidentally with repeated exposure [Kang et al., 2017]. ⋯ Results showed that, if a random temporal pattern re-occurred at random times during an experimental block, it was rapidly learned, whatever the sensory modality. Moreover, patterns first learned in the auditory modality displayed transfer of learning to either touch or vision. This suggests that sensory systems may be exquisitely tuned to incidentally learn re-occurring temporal patterns, with possible cross-talk between the senses.