Learning without feedback: detection, quantification and implications of implicit learning

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dc.contributor.authorLuehr, Stephen J.C.
dc.contributor.supervisorKrigolson, Olav E.
dc.contributor.supervisorKrawitz, Adam
dc.date.accessioned2018-09-05T00:10:19Z
dc.date.available2018-09-05T00:10:19Z
dc.date.copyright2018en_US
dc.date.issued2018-09-04
dc.degree.departmentInterdisciplinary Graduate Program
dc.degree.departmentSchool of Exercise Science, Physical and Health Education
dc.degree.departmentDepartment of Psychology
dc.degree.levelMaster of Science M.Sc.en_US
dc.description.abstractMounting evidence has suggested that structures such as the anterior cingulate cortex (ACC) and other areas within the medial-frontal cortex are part of a reinforcement learning system responsible for the optimization of behaviour (Holroyd & Coles, 2002). However, we also learn without reinforcement and it has been less clear what neural structures are recruited in these instances. The P300 component of the human event-related brain potential (ERP) has been intensely researched in regards to context updating and the processing of novel stimuli (Spencer, Dien, & Donchin, 2001). Here, I sought to elaborate on the role of the P300 ERP component in implicit learning of stimulus frequencies – learning driven by the stimulus itself and not reward feedback. I propose over the course of three experiments that I have provided evidence indicating that the P300 and its neural sources play a role in feedback-free learning mechanisms. Specifically, in a feedback-free paradigm participants are shown to learn stimulus frequencies. While this occurs, P300 amplitude scales in line with participant behaviour and stimulus frequency. A common trend is revealed in how quickly this amplitude scaling occurs, suggesting further mechanisms are at play. Trial-by-trial analysis ultimately shows that behavioural prediction error formula and neural correlate prediction errors utilize a nearly identical function. These trends hold even in a passive auditory task in which the participant is fully distracted.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/10031
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectneuroscienceen_US
dc.subjectelectroencephalographyen_US
dc.subjectevent-related potentialsen_US
dc.subjectlearningen_US
dc.subjecttrial-by-trialen_US
dc.subjectimplicit learningen_US
dc.titleLearning without feedback: detection, quantification and implications of implicit learningen_US
dc.typeThesisen_US

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