In the framework of Ullman’s declarative/procedural model, a frontal/basal ganglia network in the brain that underlies procedural memory also subserves the grammatical rules of language, whereas temporal lobe structures associated with declarative memory subserve the mental lexicon containing word-specific knowledge ( Ullman 2001, 2004). Although a large body of research has focused on these memory systems, only recently have studies begun to address the role of declarative and procedural memory in language processing and in aphasia. Declarative memory refers to the conscious recall of facts and events, whereas nondeclarative (implicit) memory underlies non-conscious learning processes such as priming, classical conditioning, and procedural memory for skills and habits ( Squire and Zola 1996).
#MEMORY NOTE SHEET STORAGE RETRIEVAL EXPLICIT IMPLICIT SERIAL#
The present study used an adaptation of an extensively studied implicit learning paradigm (i.e., the Serial Reaction Time (SRT) task) to examine learning processes in individuals with stroke-induced agrammatic aphasia.Įxplicit and implicit learning tasks are closely associated with declarative and nondeclarative memory systems, respectively. However, few studies have investigated implicit learning in relation to language learning following stroke.
Reber suggested that this incidental, inductive learning process is intrinsic to language learning. The concept of implicit learning was originally expounded in Arthur Reber’s seminal study relating how people learn to respond to the structural relations of an artificial grammar without using explicit strategies or acquiring verbalizable knowledge about the grammar ( Reber 1967). Furthermore, results of an auditory sentence span task indicated working memory deficits in individuals with agrammatic aphasia, which are discussed in relation to explicit and implicit learning processes.Įxtracting patterns from complex stimuli in the environment is an essential aspect of learning and may occur without conscious awareness.
These results suggest significant implicit learning ability in agrammatic aphasia. Individuals with aphasia showed significant learning under implicit, but not explicit, conditions, whereas age-matched participants learned under both conditions. The present study investigated implicit and explicit learning of an auditory word sequence in 10 individuals with stroke-induced agrammatic aphasia and 18 healthy age-matched participants using an adaptation of the Serial Reaction Time task. To date, research related to implicit learning following stroke has been largely restricted to the motor domain and has rarely addressed implications for language. Implicit learning is a process of acquiring knowledge that occurs without conscious awareness of learning, whereas explicit learning involves the use of overt strategies.
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