Implicit cognition is impaired and dissociable in a head-injured group with executive deficits

Neuropsychologia

Volumn 44, Issue 8, 2006, Pages 1413-1424

  Barker, L A ^a   Andrade, J ^a   Romanowski, C A J ^b   Morton, N ^c   Wasti, A ^d  

^a UNIVERSITY OF SHEFFIELD   (United Kingdom)

^b ROYAL HALLAMSHIRE HOSPITAL   (United Kingdom)

^c Balby   (United Kingdom)

^d NORTHERN GENERAL HOSPITAL   (United Kingdom)

Author keywords

Executive; Fractionated; Head injury; Non conscious processes; Social cognition

Indexed keywords

ADULT; ARTICLE; BRAIN SCINTISCANNING; CLINICAL ARTICLE; COGNITIVE DEFECT; CONTROLLED STUDY; DISSOCIATION; FEMALE; HEAD INJURY; HUMAN; INTELLIGENCE QUOTIENT; MALE; NUCLEAR MAGNETIC RESONANCE IMAGING; REACTION TIME; SCORING SYSTEM; STATISTICAL ANALYSIS; STEREOTYPY; TASK PERFORMANCE;

ADULT; ANALYSIS OF VARIANCE; CASE-CONTROL STUDIES; COGNITION DISORDERS; CRANIOCEREBRAL TRAUMA; FEMALE; HUMANS; LEARNING DISORDERS; MALE; MIDDLE AGED; NEUROPSYCHOLOGICAL TESTS; PROBLEM SOLVING; REACTION TIME; SERIAL LEARNING;

EID: 33646468211     PISSN: 00283932     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.neuropsychologia.2005.12.005     Document Type: Article

References (42)

1. Andrade J., Englert L., Harper C., and Edwards N. Comparing the effects of stimulation and propofol infusion rate on implicit and explicit memory formation. British Journal of Anaesthesia 86 (2001) 189-195
2. Baddeley A.D., and Wilson B.A. Frontal amnesia and dysexecutive syndrome. Brain and Cognition 7 (1988) 212-230
3. Bargh J.A., Chen M., and Burrows L. Automaticity of social behaviour: Direct effects of trait constructs and stereotype activation on action. Journal of Personality and Social Psychology 71 (1996) 230-244
4. Barker, L. A., & Andrade, J. (2006). Hidden co-variation detection produces faster, not slower, social judgements. Journal of Experimental Psychology: Learning, Memory and Cognition, in press.
5. Barker L.A., Andrade J., and Romanowski C.A.J. Impaired implicit cognition with intact executive function after extensive bilateral prefrontal pathology: A case study. Neurocase 10 (2004) 233-248
6. Benton A.L., and Hamsher K. Multilingual aphasia examination (1989), A.J.A. Associates, Iowa
7. Boyd L.A., and Winstein C.J. Implicit motor-sequence learning in humans following unilateral stroke: The impact of practice and explicit knowledge. Neurosci. Lett. (2001) 65-69
8. Burgess P.W., and Shallice T. The Hayling and Brixton tests (1997), Thames Valley Test Company Ltd., Bury St. Edmunds, England
9. Cohen J.D., MacWhinney B., Flatt M., and Provost J. PsyScope: A new graphic interactive environment for designing psychology experiments. Behavioral Research Methods, Instruments, and Computers 25 (1993) 257-271
10. Curran T., and Keele S.W. Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory and Cognition 19 (1993) 189-202
11. Dijksterhuis A., Aarts H., Bargh J.A., and van Knippenberg A. On the relation between associative strength and automatic behavior. Journal of Experimental Social Psychology 36 (2000) 531-544
12. Doyon J., Gaudreau D., Laforce R., Castonguay M., Bédard F., and Bouchard J.P. Role of the striatum, cerebellum and frontal lobes in the learning of a visuomotor sequence. Brain and Cognition 34 (1997) 218-245
13. French R.M., and Cleeremans A. Implicit learning and consciousness: An empirical, philosophical and computational consensus in the making (2002), Psychology Press, London
14. Gomez-Beldarrain M.G., Grafman J., de Valesco I.R., Pascual-Leone A., and Garcia-Monco J.C. Prefrontal lesions impair the implicit and explicit learning of sequences on visuomotor tasks. Experimental Brain Research 142 (2002) 529-538
15. Gomez-Beldarrain M.G., Grafman J., Pascual-Leone A., and Garcia-Monco J.C. Procedural learning is impaired in patients with prefrontal lesions. Neurology 52 (1999) 1853-1860
16. Heaton R.K. Wisconsin card sorting test (1981), Psychological Assessment Resources, Odessa, FL
17. Jackson G.M., Jackson S.R., Harrison J., Henderson L., and Kennard C. Serial-reaction time learning and Parkinson's disease-Evidence for a procedural learning deficit. Neuropsychologia 33 (1995) 577-593
18. Jacoby L.L. A process dissociation framework: Separating automatic from intentional uses of memory. Journal of Memory and Language 30 (1991) 513-541
19. Jiménéz L., and Méndez C. Implicit sequence learning with competing explicit cues. Journal of Experimental Psychology: Learning memory and Cognition 54a (2001) 345-369
20. Keele S.W., Ivry R., Mayr U., Hazeltine E., and Heuer H. The cognitive and neural architecture of sequence representation. Psychological Review 110 (2003) 316-339
21. Knowlton B.J., Mangels J.A., and Squire L.R. A neostriatal habit learning system in humans. Science 273 (1996) 1399-1402
22. Lezak M.D. Neuropsychological assessment. third ed. (1995), Oxford University Press, Oxford
23. Lewicki P. Processing information about covariations that cannot be articulated. Journal of Experimental Psychology: Learning, Memory and Cognition 12 (1986) 135-146
24. Lieberman M.D. Intuition: A social cognitive neuroscience approach. Psychological Bulletin 126 (2000) 109-137
25. Miyake A., Friedman N.P., Emerson M.J., Witski A.H., Howerter A., and Wager T.D. The unity and diversity of executive functions and their contribution to complex 'frontal lobe' tasks: a latent variable analysis. Cognitive Psychology 40 (2000) 49-100
26. Murphy S.T., and Zajonc R.B. Affect, cognition, and awareness: Affective priming with optimal and suboptimal stimulus. Journal of Personality and Social Psychology 64 (1993) 732-739
27. Nelson H.E. Adult reading test. second ed. (1991), NFER-Nelson Publishing Company, Berkshire, UK
28. Nissen M.J., and Bullemer P. Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology 19 (1987) 1-32
29. Nissen M.J., Willingham D., and Hartman M. Explicit and implicit remembering: When is learning preserved in amnesia?. Neuropsychologia 27 (1989) 341-352
30. Peigneux P., Maquet P., Van der Linden M., Meuelemans T., Degueldre C., Delfiore G., et al. Left inferior frontal cortex is involved in probabilistic serial reaction time learning. Brain and Cognition 40 (1999) 215-219
31. Reber A.S. Implicit learning and tacit knowledge. Journal of Experimental Psychology: General 118 (1989) 219-235
32. Reber A.S. Prologue. In: French R.M., and Cleeremans A. (Eds). Implicit learning and consciousness: An empirical, philosophical and computational consensus in the making (2002), Psychology Press, London
33. Seger C.A. Two forms of sequential implicit learning. Consciousness and Cognition 6 (1997) 108-131
34. Shin J.C., and Ivry R.B. Concurrent learning of temporal and spatial sequences. Journal of Experimental Psychology: Learning, Memory, and Cognition 28 (2002) 445-457
35. Stamov-Roßnagel C.R. Revealing hidden covariation detection: Evidence for implicit abstraction at study. Journal of Experimental Psychology of Learning 27 (2001) 1276-1288
36. Wechsler D. Wechsler memory scale-revised (1987), The Psychological Corporation, San Antonio, TX
37. Wechsler D. Wechsler adult intelligence scale III (1997), Thames Valley Test Company, England
38. Whittlesea B., and Price J.R. Implicit/explicit memory versus analytic/nonanalytic processing: Rethinking the mere exposure effect. Memory and Cognition 29 (2001) 234-246
39. Willingham D.B., Salidis J.S., and Gabrieli J.D.E. Direct comparison of neural systems mediating conscious and unconscious skill learning. Journal of Neurophysiology 88 (2002) 1451-1460
40. Wilson B.A., Alderman N., Burgess P.W., Emslie H., and Evans J.J. Behavioural assessment of the dysexecutive syndrome (1996), Thames Valley Test Company, London
41. Witt K., Nühsman A., and Deuschl G. Intact artificial grammar learning in patients with cerebellar degeneration and advanced Parkinson's disease. Neuropsychologia 40 (2002) 1534-1540
42. Zajonc R.B. Feeling and thinking: Preferences need no inferences. American Psychologist 35 (1980) 151-175