An Event-related fMRI Study of Artificial Grammar Learning in a Balanced Chunk Strength Design
Journal of Cognitive Neuroscience
Dissociating Hippocampal versus Basal Ganglia Contributions to Learning and Transfer
Journal of Cognitive Neuroscience
The Context of Uncertainty Modulates the Subcortical Response to Predictability
Journal of Cognitive Neuroscience
Dissociation between Striatal Regions while Learning to Categorize via Feedback and via Observation
Journal of Cognitive Neuroscience
Functional mapping of sequence learning in normal humans
Journal of Cognitive Neuroscience
On-line assessment of statistical learning by event-related potentials
Journal of Cognitive Neuroscience
Right hemisphere dominance in visual statistical learning
Journal of Cognitive Neuroscience
Journal of Cognitive Neuroscience
Learning to sample: Eye tracking and fmri indices of changes in object perception
Journal of Cognitive Neuroscience
Individual sequence representations in the medial temporal lobe
Journal of Cognitive Neuroscience
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Our environment contains regularities distributed in space and time that can be detected by way of statistical learning. This unsupervised learning occurs without intent or awareness, but little is known about how it relates to other types of learning, how it affects perceptual processing, and how quickly it can occur. Here we use fMRI during statistical learning to explore these questions. Participants viewed statistically structured versus unstructured sequences of shapes while performing a task unrelated to the structure. Robust neural responses to statistical structure were observed, and these responses were notable in four ways: First, responses to structure were observed in the striatum and medial temporal lobe, suggesting that statistical learning may be related to other forms of associative learning and relational memory. Second, statistical regularities yielded greater activation in category-specific visual regions (object-selective lateral occipital cortex and word-selective ventral occipito-temporal cortex), demonstrating that these regions are sensitive to information distributed in time. Third, evidence of learning emerged early during familiarization, showing that statistical learning can operate very quickly and with little exposure. Finally, neural signatures of learning were dissociable from subsequent explicit familiarity, suggesting that learning can occur in the absence of awareness. Overall, our findings help elucidate the underlying nature of statistical learning.