Event-Related Potentials Study Of Consciousness Movement In Sequence Learning

Implicit learning is originally regarded as a kind of learning different from explicit learning, because there are some differences in phenomenology, experimental operation, neurophysiology and learning mechanism. However, in recent years, the independent status of implicit learning has been sufficiently proved, researches have obtained more and more evidences to support the relativity of the differences between implicit and explicit learning. In fact, they have close connection and often interact with each other. That is, a real learning task is a combination of implicit and explicit learning.According to the theory of conscious continuum body, a basic continuous characteristic of consciousness is that it is a continuous changing body, and the changes of stimulus property and attention may influence the activation level of information representation, while consciousness can be generated when representation activation level reaches a certain degree.The results of behavior experiment's researches reveal the influence of the four aspects of secondary and main tasks, namely, stimulus characteristic, processing degree, RSI(Response-Stimulus Interval) and learning course, on the implicit learning from the static and dynamic angles. The result suggests that conscious processing and unconscious processing are coexistent and in continuous and dynamic changes.Along with the booming of cognitive neuroscience, the neurophysiology research of brain function orientation of damage test and normal test shows that consciousness and unconsciousness have their own independent neurophysiologic mechanism. Combining the research of behavior experiment, we have reason to believe that the theory and hypothesis of conscious continuum can also be confirmed. The present experiments adopt ERP technology to check the similarities and differences of space time distribution of implicit learning-explicit learning dynamic transformation. Experiment 1 firstly adopted the paradigms of sequence learning of RT tasks (SRT), and with the learning courses and RSI as the variables to explored: (l)whether or not and how the learning courses and RSI effected the implicit learning and its conscious and unconscious process. (2) whether or not and how the consciousness effected the brain's dynamic transformation.Results showed that:(1)With the series changes of learning courses and RSI, the implicit learning amounts are also changing accordingly. Along with the learning courses and RSI boosting up, the specific gravity of conscious process is boosting up, but the specific gravity of unconscious process is reducing;(2)The scalp distribution of ERPs are different in different learning courses and RSI of consciousness. The higher the consciousness process is, the wider the scalp distribution appears. The spatial distribution is changing in continuousness.(3) P300 and P300's slow potential are the effective indexes for consciousness checking. The higher the consciousness is, the higher the P300's amplitude and P300's slow potential's average amplitude appeared.