*  Implicit Perceptual-Motor Skill Learning in Mild Cognitive Impairment and Parkinson's Disease - Reberlab
Department of Psychology5. Northwestern University. Abstract. Implicit skill learning is hypothesized to depend on nondeclarative memory that operates independent of the medial temporal lobe (MTL) memory system and instead depends on cortico-striatal circuits between the basal ganglia and cortical areas supporting motor function and planning. Research with the Serial Reaction Time (SRT) task suggests that patients with memory-disorders due to MTL damage exhibit normal implicit sequence learning. However, reports of intact learning rely on observations of no group differences, leading to speculation whether implicit sequence learning is fully intact in these patients. Patients with Parkinson's Disease (PD) often exhibit impaired sequence learning, but this impairment is not universally observed. Implicit perceptual-motor ...
  http://reberlab.psych.northwestern.edu/2012/05/implicit-perceptual-motor-skill-learning-in-mild-cognitive-impairment-and-parkinson%E2%80%99s-disease/
*  Model-free characterization of brain functional networks for motor sequence learning using fMRI. - Nuffield Department of...
Neuroimaging experiments have identified several brain regions that appear to play roles in motor learning. Here we apply a novel multivariate analytical approach to explore the dynamic interactions of brain activation regions as spatio-temporally coherent functional networks. We acquired BOLD fMRI signal during explicit motor sequence learning task to characterize the adaptive functional changes in the early phase of motor learning. Subjects practiced a 10-digit, visually cued, fixed motor sequence during 15 consecutive 30 s practice blocks interleaved with similarly cued random sequence blocks. Tensor Independent Component Analysis (TICA) decomposed the data into statistically independent spatio-temporal processes. Two components were identified that represented task-related activations. The first component showed decreasing activity of a fronto-parieto-cerebellar network during task conditions. The other exclusively related to sequence ...
  https://www.ndcn.ox.ac.uk/publications/241994
*  User Manual for Inquisit's Serial Reaction Time Task
SERIAL REACTION TIME TASK SCRIPT INFO Script Author: Katja Borchert, Ph.D. (katjab@millisecond.com) for Millisecond Software, LLC Date: 03-24-2016 last updated: 02-06-2017 by K.Borchert (katjab@millisecond.com) for Millisecond Software LLC Script Copyright © 02-06-2017 Millisecond Software BACKGROUND INFO *Purpose* This script implements a sequenced serial reaction time task (with 4 different response buttons) based on several publications and the help of Dr. Maarten Immink: Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32. Reed, J. & Johnson, Peder (1994). Assessing Implicit Learning With Indirect Tests: Determining What Is Learned About Sequence Structure. Journal of Experimental Psychology: LMC, 20, 585-594. Abrahamse, E.L & Verwey, W.B. (2008). Context dependent learning in the serial RT task. Psychological ...
  http://www.millisecond.com/download/library/v5/serialreactiontimetask/serialreactiontimetask/serialreactiontimetask.manual
*  Neural Correlates of Skill Acquisition: Decreased Cortical Activity During a Serial Interception Sequence Learning Task -...
Gobel, E.W., Parrish, T.B., & Reber, P.J. (2011). NeuroImage.. Learning of complex motor skills requires learning of component movements as well as the sequential structure of their order and timing. Using a Serial Interception Sequence Learning (SISL) task, participants learned a sequence of precisely timed interception responses through training with a repeating sequence. Functional MRI data were collected during performance of the known sequence and compared with activity evoked during novel sequences of actions, novel timing patterns, or both. Reduced activity was observed during the practiced sequence in a distributed bilateral network including extrastriate occipital, parietal, and premotor cortical regions. These reductions in evoked activity likely reflect improved efficiency in visuospatial processing, spatio-motor integration, motor planning, and motor execution for the trained sequence, which is likely supported by ...
  http://reberlab.psych.northwestern.edu/2011/02/neural-correlates-of-skill-acquisition-decreased-cortical-activity-during-a-serial-interception-sequence-learning-task/
*  Implicit Motor Learning after Unilateral Stroke Using Serial Reaction Time Task
Introduction: Motor skills and learning after stroke are of a great importance. This study aimed at studying implicit learning in unilateral stroke patients using affected hand and comparison with normal subjects. Methods: A serial reaction time task by using a software was applied for studying implicit motor learning in 15 stroke patients and 15 matched normal subjects. In this task 4 squares with different colors appeared on the monitor and subjects were asked to press its defined key immediately after observing it. In the first day subjects practiced 8 motor blocks (4 patterned blocks, then 2 random blocks and finally 2 patterned blocks). The next day subjects practiced a retention test consisted of 2 patterned blocks. Subjects were not provided with any explanation about the sequence of squares. All subjects were ...
  http://jkmu.kmu.ac.ir/article_17331.html
*  Effects of Mood on Learning in the Serial Reaction Time Task
After a brief overview of existing research on the relationship between mood and implicit learning, some methodological concerns are addressed and an empirical study is reported. Participants (N = 80) were trained on a serial reaction time (SRT) task. Mood was induced by the target stimuli being pictures of human faces expressing happiness (positive mood condition) or sadness (negative mood condition). Response stimulus interval (RSI) was 0 or 500 ms, traditionally associated with implicit and explicit learning, respectively. Results showed a significant interaction between mood and RSI on the amount of learning: At RSI-500 there was a trend for negative mood to facilitate learning. At RSI-0 mood did not influence learning. Mood also influenced performance on a subsequent generation task. Results are discussed in relationship to theoretical models of the interplay between mood and cognition, as well as to ...
  http://bora.uib.no/handle/1956/5898
*  tDCS impacts motor sequence learning | Philosophical Transactions of the Royal Society B: Biological Sciences
In the experiments reported here, tDCS applied to the cerebellum was shown to affect performance and learning of motor sequences. In Study 1, the finding that cathodal stimulation impaired performance of the sequences during practice but improved accuracy during transfer is a novel finding concerning tDCS and sequence learning. In Study 2, anodal tDCS improved transfer learning in comparison to sham.. The participants who received cathodal stimulation initially exhibited longer RTs, but they performed as quickly as the sham and anodal groups during the transfer session. At transfer, the sham and anodal groups exhibit increased error rates but the cathodal group appears to maintain a similar level of accuracy achieved in practice. This pattern may suggest that cathodal tDCS induces a more conservative criterion for movement execution. It could have led to initially slower RTs owing to processes such as a longer internal simulation time. However, while anodal ...
  http://rstb.royalsocietypublishing.org/content/372/1711/20160050
*  Implicit and Explicit Learning Two Different Systems? Essay - 2276 Words
Implicit and explicit learning methods have been empirically tested over many years and the debate still goes on, are they connected to one another or are they two separate systems? This essay aims to evaluate studies on both sides and come to a conclusion based on current research. Implicit learning was first defined as, how one develops intuitive knowledge about the underlying structure of a complex stimulus environment, without a conscious effort (Reber, 1967). This in Lehman's terms is essentially unconscious learning, meaning that certain things are learned without our brain being actively used to learn them. Explicit learning on the other hand is defined by Mathers et al (1989) as being very similar to the conscious problem solving processes, this is because our brain attempts to form a mental representation of the task and searches memory for previous knowledge before testing mental models of task performance. Grant & ...
  http://www.studymode.com/essays/Implicit-And-Explicit-Learning-Two-Different-1254703.html
*  Plus it
Although multiple studies have suggested that cognitive processes such as visuospatial working memory and temporal processing contribute to the organization of motor sequences (cf. Ashe et al. 2006), behavioral evidence has been lacking. Using an individual differences approach, we found a positive correlation between an individual's visuospatial working memory capacity, the rate of early learning, and the length of chunks that participants formed during explicit motor sequence learning. Participants with lower visuospatial working memory capacity had shorter chunk lengths and a slower rate of learning, whereas participants with higher working memory capacity had longer chunk lengths and a faster learning rate. Thus this study documents a link between visuospatial working memory and explicit motor sequence learning, and provides support for ...
  http://jn.physiology.org/content/101/6/3116
*  "Pre-Learning Visual Familiarity, Added Associations, Serial Position, " by Victor Joseph Cieutat
Cieutat, Victor Joseph, "Pre-Learning Visual Familiarity, Added Associations, Serial Position, Andserial Verbal Learning." (1960). LSU Historical Dissertations and Theses. 614 ...
  http://digitalcommons.lsu.edu/gradschool_disstheses/614/
*  NMU Holds Psychology Colloquium | University Marketing and Communications at NMU
MARQUETTE, Mich.- A presentation about the effect of vasopressin deficiency on rat behavior and cognition will be held at 3:15 p.m. Tuesday, March 26, in Gries Hall at Northern Michigan University. Michael Berquist, an NMU master's candidate, will be presenting.. Berquist's presentation titled "Assessment of attention in vasopressin-deficient Brattleboro rats using a five-choice serial reaction time task" will discuss how to further evaluate the cognitive profile of rats with vasopressin deficiency by studying attention in male and female Brattleboro rats. Vasopressin is a neuropeptide that may influence behavioral and cognitive processes. Berquist's research suggests that vasopressin deficiency diminishes cognitive functioning.. This event is a part of the NMU psychology department's colloquium series and is free and open to the public. For more information, contact NMU's psychology department at 227-2935. ...
  http://www.nmu.edu/mc/node/18?articleID=171900&team=55&display=all
*  Structural correlates of skilled performance on a motor sequence task - Wellcome Centre for Integrative Neuroimaging
The brain regions functionally engaged in motor sequence learning and performance are well established, but the structural characteristics of these regions and the fibre pathways involved have been less well studied. In addition, relatively few studies have combined multiple magnetic resonance imaging (MRI) measures with and behavioural performance measures in the same sample. Therefore, the current study used diffusion tensor imaging, probabilistic tractography, and voxel-based morphometry to determine the structural correlates of skilled motor performance. Further, we compared these findings with fMRI results in the same sample. We correlated final performance and rate of improvement measures on a temporal motor sequence task with skeletonised fractional anisotropy (FA) and whole brain grey matter (GM) volume. Final synchronisation performance was negatively correlated with FA in white -matter underlying bilateral sensorimotor cortex- an effect that was mediated by a positive correlation ...
  https://www.win.ox.ac.uk/publications/492782
*  Image on First List Item (inline list)
Hi, I need a little bit of help structuring an inline list so that the first list item is preceded with an image & an h4 tag describing the list contents. There will be three lists so I can already tell that three classes need to be made to define the lists. The classes will be like so- .shop .info .web I have probably approached this all wrong so just keep in mind that lists are something that I haven't conquered yet and any different approaches to what I am trying to achieve are
  http://www.sitepoint.com/forums/showthread.php?564716-Image-on-First-List-Item-
*  Reexamination of Word Length Effect: Immediate Serial Recall of Foreign Words | JALT Publications
In this study we examined the word length effect-one characteristic of the phonological loop of working memory-in a foreign language. Serial position effects, such as the primacy effect and the recency effect, were observed in the recall of foreign words, similar to results in L1 studies. Recall of long (one-syllable) and short (three-syllable) words in pure (all long or all short) and mixed (long and short) lists was compared. In pure lists, there was a tendency for long words to be more poorly remembered than short words, which we considered to be because of the word length effect. In mixed lists, both long and short words were recalled equally as well as short words were recalled in pure lists. These results indicate that we should pay more attention to item distinctiveness, which elicits the attention of the central executive in working memory, as well as the word length effect in regards to rehearsal speed. Effective use of the phonological loop in ...
  http://jalt-publications.org/node/3/articles/5542-reexamination-word-length-effect-immediate-serial-recall-foreign-words
*  Frontiers | Increased Performance Variability as a Marker of Implicit/Explicit Interactions in Knowledge Awareness | Psychology
Only some, but not all, individuals who practice tasks with dual structure, overt and covert, are able to comprehend consciously a hidden regularity. The formation of implicit representations of regularity has been proposed to be critical for subsequent awareness. However, explicit knowledge also has been predicted by the activation of executive control systems during task encoding. The present study analysed performance patterns in participants who could comprehend task regularity and those who could not at delayed recall. Specifically, the role of practice-based knowledge of sequence for individual awareness was focused on.A lateralized variant of the visual serial response time task (SRTT) comprising structured and random blocks was practiced in implicit conditions by 109 participants before and after 10-h retention, with explicit knowledge about covert sequence tested thereafter. Sequence learning was quantified using the normalized difference between response speed in ...
  https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01957/full
*  FinchTalk: March 2008
The LD test demonstrates the power of HDF5's collection of sophisticated storage structures. We have seen that we can compress datasets inside an HDF5 file, but we also see that compressing an entire dataset creates access problems. HDF5 deals with this problem through a storage feature called "chunking." Whereas most file formats store an array as a contiguous stream of bytes, chunking in HDF5 involves dividing a dataset into equal-sized "chunks" that are stored and accessed separately.. LD plot for chromosome 22. A 1000 x 1000 point array of LD calculations is shown. The table in the upper right shows the LD data for a very small region of the plot, demonstrating HDF's ability to allow one to easily select "slices" of datasets.. Chunking has many important benefits, two of which apply particularly to large LD arrays. Chunking makes it possible to achieve good performance when accessing subsets of the datasets, even when the chosen subset is orthogonal to the normal storage order of the ...
  http://finchtalk.blogspot.com/2008/03/
*  Sync Replicon clients and projects into Concur | Workato
This recipe transfers active Replicon clients and their associated projects (for projects with statuses In Progress, Deferred and Tentative) into Concur as a 2-level linked list. For projects without a client, the integration creates a first level list object called `Internal` in Concur and creates the projects under that list item. #### How it works Trigger: Paid expense reports Actions: - If Replicon project status is Cancelled, Completed or Archived, end recipe. - Get details of the client associated to the project. If client is inactive, end recipe. If client is active and does not exist in Concur yet, create client. If client is active and exists in Concur, go to next step. If not client exists, create the list item `Internal` if it does not already exist in Concur. - Search for the second-level project list item in Concur. If does not exist, create it. If it exists in Concur already, do nothing. #### Customization Options - Set your own criteria to filter what specific Replicon clients and
  https://www.workato.com/recipes/13749-sync-replicon-clients-and-projects-into-concur
*  Claritas Genomics: The Future of Pediatric Diagnostics is Now
Increasingly genome sequence knowledge is unraveling the complexity of rare Mendelian disorders offering hope for our children's medical care through better disease diagnosis and ultimately p
  https://www.labroots.com/webinar/claritas-genomics-the-future-of-pediatric-diagnostics-is-now
*  Inquisit Web Demo: Me/Not Me Reaction Time Task
A reaction time task used to measure the influence that relationships have on self-concept designed by Aaron et al (1991). Go back to Me/Not Me Reaction Time Task page ...
  http://www.millisecond.com/download/library/v5/menotme/menotme.web
*  Formatting toolbar 0.1.4.9 - list output repeats with new list items :: Codefisher.org Forums
I've played around with it, and discovered the cause of the problem: the Selection After Insert option. I had it set to place the cursor after the inserted text; it seems the List function assumed that the list would be selected and that re-outputting the list would overwrite the selected text. Indeed, setting it to place the cursor before the insert gives me (as in the example) the same series of lists in reverse order, and setting it to select the inserted code causes it to work as expected ...
  https://codefisher.org/forum/thread/189/
*  OSA | Corrections of size-of-source effect and distance effect in radiometric measurements of radiance
Many optical instruments used in quality control of the optical radiation emission level of several devices are limited by the so-called size-of-source effect (SSE) as well as the distance effect (DE) when we are dealing with very accurate measurements. Different authors have studied the SSE and DE and have proposed experimental methods that provide corrections for them. We describe a general method based on the partial coherence theory that allows us to describe and calculate the SSE and DE in any radiometric system with circular apertures. We show some experimental results that verify our proposal. Additionally, as a practical example, we present the corresponding DE and SSE correction factors for a particular geometry.. © 2005 Optical Society of America. Full Article , PDF Article ...
  https://www.osapublishing.org/ao/abstract.cfm?uri=ao-44-13-2511
*  Custom nested list numbering
Hi, I'm working on a project that has many formal documents with nested lists. I'm using the following code to create the numbering for the respective list items: |style type='text/css'| OL {counter-reset: item} LI {display: block} LI:before {content: counters(item, '.'); counter-increment: item;} |/style|
  http://www.sitepoint.com/forums/showthread.php?558604-Custom-nested-list-numbering
*  Generated content, automatic numbering, and lists
The marker box is outside the principal block box. The position of the list-item marker adjacent to floats is undefined in CSS 2.1. CSS 2.1 does not specify the precise location of the marker box or its position in the painting order, but does require that for list items whose 'direction' property is 'ltr' the marker box be on the left side of the content and for elements whose 'direction' property is 'rtl' the marker box be on the right side of the content. The marker box is fixed with respect to the principal block box's border and does not scroll with the principal block box's content. In CSS 2.1, a UA may hide the marker if the element's 'overflow' is other than 'visible'. (This is expected to change in the future.) The size or contents of the marker box may affect the height of the principal block box and/or the height of its first line box, and in some cases may cause the creation of a new line box. Note: This interaction may be more precisely defined in a future level of CSS. ...
  http://www.w3.org/TR/CSS21/generate.html
*  Prepared & Processed Food Application
List items used for this product that will be supplied by other CFM vendors or local producers (not grown by you). Every effort must be made to obtain ingredients from other CFM vendors or grown by yourself. Give supplier contact information (name and phone): * ...
  https://docs.google.com/forms/d/e/1FAIpQLScUwKPYUX-HyTHtJS6-fPP1swjn0LW7Y_uXNnPUak1CQ1oF2w/viewform?usp=send_form
*  Factors affecting Learning
Text Organization Effects Text organization refers to the effects that the degree and type of organization built into a passage have on the degree and type of information that learners encode and remember. Structural elements such as advanced organizers, previews, logical sequencing, outline formats, higlighting of main ideas and summaries assist learning in retaining information. These organization effects facilitate chunking, subsumption of material into schemas and related processes that enable encoding as an organized body of meaningful knowledge. In addition, text organization elements cue learners to which aspects of the material are most important ...
  http://gdrc.org/info-design/instruct/learning-factors.html