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In Acta Neurol Scand 1998: 97: 131–137, the name of the 3rd author, A. Waziri, was misspelled as A. Warzeri. We regret this error. The corrected version is shown below.
Author(s) -
Zhuang P.,
Dang N.,
Waziri A.,
Gerloff C.,
Cohen L. G.,
Hallett M.
Publication year - 1998
Publication title -
acta neurologica scandinavica
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.967
H-Index - 95
eISSN - 1600-0404
pISSN - 0001-6314
DOI - 10.1111/j.1600-0404.1998.tb07314.x
Subject(s) - interstimulus interval , psychology , regret , subtraction , sequence learning , implicit learning , serial reaction time , stimulus (psychology) , electroencephalography , audiology , sequence (biology) , random sequence , task (project management) , cognition , neuroscience , cognitive psychology , arithmetic , communication , mathematics , statistics , medicine , chemistry , mathematical analysis , distribution (mathematics) , management , stimulation , economics , biochemistry
Objective – To explore the role of the motor cortex during implicit and explicit learning. Materials and methods – EEG signals were recorded from 30 channels by measuring task‐related desynchronization (TRD) when 10 right‐handed naive volunteers performed a variation of the serial reaction task. Stimuli, consisting of 4 pure tones of 500, 1000, 1500, and 2000 HZ, lasting 200 ms, were presented binaurally through a pair of tubephones at 60 dB with a 2‐s constant interstimulus interval. A series of 10 repetitive tones represented the test sequence; the random sequence was the control. Results – All subjects developed implicit and explicit knowledge reflected by decreased response time, increased accuracy, and the ability to generate the sequence. Six of 10 subjects demonstrated implicit learning without explicit learning during the first 3 blocks. When subjects acquired full explicit learning, 10 Hz TRD at C3 reached a peak amplitude, declining thereafter. Conclusions – Properties of the sensorimotor cortex change during learning and these changes are independent of stimulus modality.